Analyzing Pedagogic Strategies to Incorporate Global Englishes into the Teaching of Young EFL Learners

다국어 초록 (Multilingual Abstract)

Global Englishes (GE) research has revealed the diverse and fluid use of English in global communication, and numerous calls have been made for changes in mainstream English language teaching to reflect the authentic use of English used in a global community. Although concrete proposals for such changes in language teaching have been suggested, teachers are still faced with practical difficulties and contextual constraints when incorporating the diversity and hybridity of English into their language teaching practice. In particular, teaching GE can be especially challenging for teachers of very young learners, who generally have limited language proficiency and cognitive maturity compared to adult learners. Problematizing the lack of pedagogic-oriented research which can provide practical insight to teachers, this study explores how a group of Korean elementary EFL teachers strategically overcame contextual constraints and raised very young students’ awareness of GE. The findings reveal teachers’ strategies to design appropriate instructional materials and classroom activities and provide language assistance tailored to raising very young students’ awareness of GE. This study concludes with practical insights for language teachers of very young students in similar contexts who are interested in the pedagogic implications of GE.