Abstract
This study examines how teachers, who have not participated in the Teaching English in English (TEE) certificate program, perceive that program. Data was collected through semi-structured interviews with 18 secondary English teachers in Seoul and was analyzed using conventional content analysis. The findings indicate that the teachers were unwilling to participate in the program for three reasons. First, they found the assessment procedure too complex and burdensome. Second, the program excessively emphasized English-speaking ability, which contradicted their own teaching philosophies. Third, they believed that the program did not lead to change in teaching practices and was useful only for obtaining the certificate. The voices of these resistant teachers are significantly incongruent with the government-driven macro language planning and policy represented by the program. The findings of this study suggest some practical and classroom-based policy modifications from the micro language planning and policy perspective.
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