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  µ¿½ÃÁ¢¼ÓÀÚ:     0151
 
ÀÛ¼ºÀÏ : 11/12/01
2012Çг⵵ ¼ö´É ¿Ü±¹¾î ¿µ¿ª 40¹ø Çؼ³
 ±Û¾´ÀÌ : songgok
Á¶È¸ : 7,037  


2012³â ¼ö´É ¿Ü±¹¾î ¿µ¿ª 40¹ø Çؼ³ - ¼Û°î´åÄÄ(songgok.com)
 
40. ´ÙÀ½ ±ÛÀÇ ¿äÁö·Î °¡Àå ÀûÀýÇÑ °ÍÀ» °í¸£½Ã¿À
 
Standard English allows access to certain educational and economic opportunities, which is the primary reason for teaching it. Students realize this when they interview for a first job or when they plan for post-high school education. So, what should teachers do when a student says, "I ain¡¯'t got no pencil,¡±" or brings some other nonstandard dialect into the classroom? Opinions vary from ¡®'rejection and correction¡¯' to complete acceptance. The approach most consistent with culturally responsive teaching is to first accept the dialect and then build on it. For example, when the student says, "I ain¡¯'t got no pencil,¡±" the teacher might say, ¡°"Oh, you don¡¯'t have a pencil. What should you do, then?¡±" Although results won¡¯'t be apparent immediately, the long-range benefits ¡ª both for language development and attitudes toward school ¡ª are worthwhile.
 
¨ç Ç¥ÁØ¾î »ç¿ëÀÇ °æÁ¦Àû Ãø¸éÀ» °í·ÁÇØ¾ß ÇÑ´Ù.
¨è ºñÇ¥ÁØ¾î »ç¿ëÀ» ¼ö¿ë Çϸ鼭 Ç¥Áؾ ±³À°ÇØ¾ß ÇÑ´Ù.
¨é ´Ü±âÈ¿°ú¸¦ ¾òÀ» ¼ö ÀÖ´Â ±³¼ö ÇнÀ¹ýÀ» °³¹ßÇØ¾ß ÇÑ´Ù.
¨ê ¸éÁ¢¿¡¼­ Ç¥Áؾ »ç¿ëÇϵµ·Ï Ãë¾÷ ±³À°À» °­È­ÇØ¾ß ÇÑ´Ù.
¨ë ºñ¹®¹ýÀû Ç¥ÇöÀÌ °íÂøµÇÁö ¾Êµµ·Ï Áöü ¾øÀÌ ±³Á¤ÇØ¾ß ÇÑ´Ù.
 
1. ³»¿ëÇ®ÀÌ
Ç¥Áؾ ¾Æ´Ñ »çÅõ¸®¸¦ »ç¿ëÇÏ´Â ÇлýÀÌ ÀÖÀ¸¸é ±×°ÍÀ» ÀÎÁ¤ÇÏ°í ¼ö¿ëÇÑ ´ÙÀ½ ±×°ÍÀ» ±âÃʷΠǥÁؾ °¡¸£Ä¡µµ·Ï ÇØ¾ß ÇÑ´Ù´Â °ÍÀÌ ±ÛÀÇ Á᫐ ³»¿ëÀÓ(Á¤´ä:2¹ø).
 
2. ±¸¹®Çؼ³
  [À§ Áö¹®Àº ³Ê¹« ÆòÀÌÇÑ ¹®Á¦¶ó ¾î·Á¿î ±¸¹®ÀÌ ¾ø³×¿ä. ±×³É Æí¾ÈÇÏ°Ô ÀÐ¾î °¡½Ã¸é µÉ µí]
 
3. ´Ü¾îÁ¤¸®
*access:Á¢±Ù, Á¢±ÙÇÏ´Ù *dialect »çÅõ¸®, ¹æ¾ð *primary:ÁÖµÈ *ain't: (¹Ì±¹) ÈæÀεéÀÌ ÁÖ·Î »ç¿ëÇÏ´Â »çÅõ¸®ÀÔ´Ï´Ù.(am not/is not/are not/has not/have not µîÀÇ Ãà¾àÇüÀÓ) *nonstandard:ºñÇ¥ÁØÀûÀÎ *rejection °ÅºÎ *correction ±³Á¤ *consistent ÀÏÄ¡ÇÏ´Â *acceptance:¼ö¿ë *responsive:¹ÝÀÀÇÏ´Â *culturally responsive teaching:¹®È­ÀûÀ¸·Î ¹ÝÀÀÇÏ´Â °¡¸£Ä§ *apparent:¸í¹éÇÑ *long-range:Àå±â°£ÀÇ *attitude:ŵµ (Âü°í: *altitude:°íµµ, ³ôÀÌ=elevation, *aptitude:Àû¼º,¼ÒÁú *gratitude: °¨»ç *amplitude:ÁøÆø  *latitude:À§µµ, Æø, (Çã¿ëµÈ)ÀÚÀ¯.
 
4. Àü¹®Çؼ®
Ç¥ÁØ¿µ¾î(Standard English)´Â ¾î¶² ±³À°ÀûÀÌ°í °æÁ¦ÀûÀÎ ±âȸ(certain educational and economic opportunities)¿¡ Á¢±ÙÇÒ ¼ö ÀÖ°Ô ÇØ Áִµ¥(allows access to), ±×°ÍÀÌ Ç¥ÁØ¿µ¾î¸¦ °¡¸£Ä¡´Â ÁÖµÈ ÀÌÀ¯(primary reason)ÀÌ´Ù. ÇлýµéÀº ù Á÷ÀåÀ» À§ÇØ ¸éÁ¢À» º¸°Å³ª(interview for a first job) °íµîÇб³ ÀÌÈÄÀÇ ±³À°À» À§ÇØ °èȹÀ» ¼¼¿ï ¶§(plan for post-high school education) ÀÌ°ÍÀ» ±ú´Ý´Â´Ù(realize this). ±×·¡¼­, ÇлýÀÌ ¡°I ain't got no pencil (Àü ¿¬ÇÊÀÌ ¾ø¾î¿ä),¡±¶ó°í ¸»Çϸ鼭 ¼ö¾÷ ½Ã°£¿¡ Ç¥Áؾ ¾Æ´Ñ ¾î¶² ´Ù¸¥ Ç¥Áؾ ¾Æ´Ñ »çÅõ¸®(nonstandard dialect)¸¦ »ç¿ëÇÒ ¶§ ±³»çµéÀº ¾î¶»°Ô ÇØ¾ß Çϴ°¡(what should teachers do)? ¡®°ÅºÎÇÏ°í ±³Á¤Çϱâ(rejection and correction)¡¯ºÎÅÍ ¿ÏÀüÇÑ ¼ö¿ë(complete acceptance)±îÁö ÀÇ°ßÀº ´Ù¾çÇÏ´Ù. ¹®È­ÀûÀ¸·Î ¹ÝÀÀÇÏ´Â °¡¸£Ä§(culturally responsive teaching)°ú °¡Àå ÀÏÄ¡ÇÏ´Â Á¢±Ù(The approach most consistent)Àº ¸ÕÀú »çÅõ¸®¸¦ ÀÎÁ¤(to first accept the dialect) ´ÙÀ½ ±×°ÍÀ» ±âÃÊ·Î °¡¸£Ä¡´Â °Í(then build on it)´Ù. ¿¹¸¦ µé¾î, ÇлýÀÌ ¡°I ain't got no pencil,¡±À̶ó°í ¸»Çϸé, ±³»ç´Â ¡°Oh, you don't have a pencil. (¿À, ³Ê´Â ¿¬ÇÊÀÌ ¾ø±¸³ª.) ±×·¯¸é ³Í ¾î¶»°Ô Çؾ߰ڴÏ?¡±¶ó°í ¸»ÇÒ ¼ö ÀÖ´Ù. ºñ·Ï °á°ú°¡ °ð¹Ù·Î(immediately) ºÐ¸íÇÏ°Ô ³ªÅ¸³ªÁö´Â ¾Ê°ÚÁö¸¸(won¡¯'t be apparent ) Àå±â°£ÀÇ ÀÌÁ¡(the long-range benefits)Àº¡ª¾ð¾î ¹ß´Þ(language development)°ú Çб³¿¡ ´ëÇÑ Åµµ(attitudes toward school) µÑ ´Ù¿¡ À־ ¡ª ½Ã°£À» µéÀÏ ¸¸ÇÒ °¡Ä¡°¡ ÀÖ´Ù.
 
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