Departmental Bulletin Paper グローバル化に対応した英語教育政策 : 日韓の重点戦略に関する批判的考察
Globalization and English Education Policy : A Critical Reflection on Three Key Strategies in Korea and Japan

脇田, 博文

(20)  , pp.15 - 28 , 2016-03-20 , 龍谷大学国際文化学会
本稿は、日本に先行して、グローバル化に対応する英語教育改革を国家戦略として取り組んできた韓国の重点施策及びその社会経済的背景に検討を加えることで、2013年12月に文部科学省が明示した新たな英語教育改革実施計画に関する示唆を得ることを目的とする。まず、韓国がコミュニケーション重視への施策へと転換した1990代以降の英語教育の社会経済的背景について述べた後、Native English Speaking Teacherの活用、Teaching English in English、国家英語能力試験の開発・実施という3つの重点施策を採りあげて、それぞれの内容と課題を検討する。最後に、これらの政策を踏まえて、グローバル化に対応した日本の英語教育改革について批判的考察を行う。 This paper aims to examine Korea's strategic English education reform policies in the era of globalization and explores their implications for the reform challenges Japanese English education is facing. In recent years, due to the worldwide expansion of English as a lingua franca, special attention has been paid to improving English language education in the East Asian countries. In Japan and Korea there have been strong demands, mainly from the business world, to gain a competitive economic advantage in the global marketplace and thus English education to cope with globalization is a critical issue and challenge. Since the 1990s, the Korean government has taken a strong initiative in implementing various policies to improve students' English proficiency. In December 2013, the Japanese Ministry of Education belatedly launched a new comprehensive action plan for English education - including explicit targets and strategies - which, however, has been criticized as "ineffective." This paper first presents a brief sketch of the socio-economic context in Korea which has led the government to implement communication-oriented English education there. Next, it reviews the situation and issues of Korea's English education by focusing on the present key strategies regarding English education reform in elementary and secondary schools. Above all, primary emphasis is placed on the following three important strategies: teaching English in English (TEE), the development and implementation of the National English Ability Test (NEAT), and both English Program in Korea (EPIK) and Teaching and Learn in Korea (TaLK) initiatives which make active use of native English speaking teachers (NEST) in educational settings. In conclusion, the findings are to be discussed with critical reflections and implications for Japanese English education reform.

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