This study investigated the underlying problems that interfere with synergistic cooperation between Native English Speaking teachers(STs) and Korean English teachers(KETs) in Korean Elementary school English co-teaching. This study discuss that hege... This study investigated the underlying problems that interfere with synergistic cooperation between Native English Speaking teachers(STs) and Korean English teachers(KETs) in Korean Elementary school English co-teaching. This study discuss that hegemonic conflicts exist between STs and KETs, which originate from different perceptions and stereotypes based on essentialistic categorization of unproblematic Self and problematic Other and native-speakerism in ELT. The hermeneutical approach was used as the basis of this research as well as the tool for conducting this research. The research participants(n=7) consist of 4 STs and 3 KETs with more than 3 years of co-teaching experience in Korea. Interviews with research participants were conducted twice, respectively, recorded and transcribed in 2013. The interview questions mainly were perceptions toward English teaching in Korean Elementary school, and the difficulties and conflicts they have had during co-teaching in their classes. The transcribed texts has been examined repeatedly in accordance with hermeneutic cycle. Prejudices and stereotypes the participants had were explored and interpreted based on their historical and traditional contexts, The results and implications of this study are as follows: First, it was discovered that the STs and the KETs interviewed in this study have the sense of superiority and inferiority, respectively, toward each other, and that such biased views were based on English hegemony. The STs either believe that it is their mission to spread English or recognize that the fluency in English is the source of confidence as a co-teacher. On the other hand, the KETs try to resist or refuse English hegemony, or try to overcome inferiority complex through Othering. Second, both the STs and the KETs use Othering against each other and have stereotypes in terms of divisive essentialistic view of Self and Other based on nationality. The STs criticized Korean English Education System, Korean learners and KETs, recalling stereotypes derived from the discourse of orientalism and native-speakerism, while the KETs devaluated advantages that the STs have in terms of English language skills and teaching techniques. It was interpreted that those types of thinking and discourse that the research participant showed can be concerned with ideologic and hegemonic conflicts between co-teachers. Third, it was discovered in the discourse of each research participant that there were elements of culturism which reduces a person to something less than what he or she is, according to the essentialistic view of culture. In this vein, the STs pinpoint cultural differences based on over-generalized stereotypes and distantiate themselves from Korea whenever they encounter problems with their co-teachers, school administration or Korean students. This is in line with 'the persistence of cultural stereotypes in TESOL'(Kumaravadivelu, 2003), 'orientalism'(Said, 1978), and 'culturism'(Holliday, 2006). Similarly, the KETs seem to essentialize their own cultural identities using over-generalized Othering. They overstated and emphasized the behavior of a few STs they have experienced, and had stereotypes about the STs' behavioral pattern. In addition, they interpreted that the cultural differences are to blame for their conflicts and embarrassments during co-teaching. Finally, the concept of the superior English speaking Self and problematic Korean Other can interfere with the co-teachers' mutual respect and synergistic cooperation at the scene of education. The STs' sense of superiority and native-speakerism may create a contradiction with the fact they are not licensed official teachers. These inner conflicts ended up making them resist when KETs tried to lead or control co-teaching. And the STs take the KETs' control as interference. The KETs tend to consider themselves as main teachers and the STs as assistants. This perception makes the KETs assume their roles as trainers, leaders and regulators of STs. To sum up, the perceptual differences in leadership and their sense of superiority between STs and KETs were revealed as the source of hegemonic conflicts in co-teaching. Alternatives to solve the problems are as follows: First, co-teachers should keep their distance from the essentialistic view of culture so that they are not influenced by discourses that can build unjust hegemony based on self-othering using stereotypes toward other cultures and influence one's judgement and behavior unconsciously. As a result, it would become possible to achieve intimate relationships and successful communications between teachers from different culture. Second, co-teachers should recognize the importance of building consensus on teaching details through open-minded conversation based on mutual respect and intimate relationship. Frequent and successful communication inside and outside the classroom can reduce unnecessary misunderstanding and boost efficiency of co-teaching. Finally, co-teachers should try to sympathize with various difficulties and hardship teachers from different cultural background may have gone through. Each teacher has to reflect on himself or herself, and make sure that it's not his or her own prejudices that hinder mutual understanding. This can make co-teachers see more commonalities than differences each other, and form better understanding. Keywords English education, hegemonic conflict, co-teaching, hermeneutics, native-speakerism, culturism, essentialism ，韩语论文题目，韩语毕业论文 |
