Beyond Cognition to Commitment: English Language Teaching in South Korean Primary Schools

In order to understand teacher cognition—the thoughts, beliefs, and knowledge of language teachers—it is helpful to understand why people commit to language teaching in the first place. However, few studies of language teachers have directly examined the nature and development of commitment in langu...

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Bibliographic Details
Published in:The Modern language journal (Boulder, Colo.) Vol. 99; no. 3; pp. 450 - 469
Main Authors: MOODIE, IAN, FERYOK, ANNE
Format: Journal Article
Language:English
Published: Malden Blackwell Publishing Ltd 01.09.2015
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Subjects:
Beginning Teachers
Classroom observation
Classroom practice
Classrooms
Cognition
Cognition & reasoning
Cognitive development
Commitment
Competence
Elementary education
Elementary School Teachers
Elementary schools
English (Second Language)
English as a second language
English as a second language instruction
English language
English language learning
English language teaching
English proficiency
experienced and novice teachers
Faculty Development
Foreign Countries
Foreign language learning
Foreign languages
Intention
Interviews
Korean English language teachers
Korean language
Language acquisition
Language attitudes
Language instruction
Language Proficiency
language teacher cognition
language teacher commitment
Language Teachers
Learning
Negative experiences
Observation
Persistence
Professional development
Professional training
Second Language Instruction
Second Language Learning
Second language teachers
Second language writing
South Korea
Teacher Attitudes
Teacher education
Teachers
Teaching
South Korea
ISSN:0026-7902, 1540-4781
Online Access:Get full text
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Summary:In order to understand teacher cognition—the thoughts, beliefs, and knowledge of language teachers—it is helpful to understand why people commit to language teaching in the first place. However, few studies of language teachers have directly examined the nature and development of commitment in language teachers, across their language learning, teacher education, and teaching experience within their context. This study aims to do just that. Four primary school teachers in South Korea participated—two experienced teachers and two novice teachers—who at the time of the study were teaching English as a foreign language. Data from reflective writing, interviews, and classroom observations from a wider 18-month study on language teacher cognition and development were iteratively analyzed for the aims of this study. The findings show that commitment transfers between language learning and teaching through both positive and negative experiences, involves multiple and evolving intentions and mindsets in language teaching, and occurs in action in particular contexts. The findings also show that the teachers' early commitment to language learning contributed to their commitment to act on improving their English proficiency and classroom practices through professional development. The study concludes with implications and research suggestions.
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Correction added on 13 October 2015, after first online publication: Additional affiliation added for Ian Moodie.
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ISSN:0026-7902
1540-4781
DOI:10.1111/modl.12238