실행공동체 참여를 통한 다중언어주의에 대한 교사 인식변화

Abstract

This study examines the possibilities and constraints of a Community of Practice(CoP) in changing the participating teachers’ perceptions of plurilingualism and plurilingual education. Eight in-service teachers participated in regular and irregular online meetings for about ten months. This study adopted mainly qualitative research methods but conducted pre- and post-surveys to report the teachers’ perceptions as a group. Through participating in the CoP, the teachers were found to enhance their understanding about the ‘unfamiliar’ topics of plurilingualism and plurilingual education through learning about theories and concepts; to re-think migrant students’ language use; and, to gain new perspectives on language and language education as well as proactive attitudes towards plurilingualism. Based on these findings, the author argues that the CoP showed potentials for plurilingual teacher education in that it served as: a safe space to share teachers’ uncertain beliefs; an opportunity for indirect experiences of language diversity in various educational contexts; and, a drive to develop pedagogical professionalism in plurilingual education through collaborative learning and discussion. The constraints of the CoP were difficulties in sustainable learning due to limited time, hesitation in critical peer coaching, and difficulties in collaborative problem solving due to the participants’ different teaching contexts.