EFL teaching in Danish and Korean high schools

Tobias Krog Lafontaine, Clara Mie Moesgaard Lech, Benjamin Jon Christensen, Lizette Ingemann Skou Olsen & Jiahn Shin

Studenteropgave: Fagmodulprojekt


This project aims to examine EFL (English Foreign Language) education on a high school level in Denmark and The Republic of Korea. Through interviews with two Danish teachers and two Korean teachers, the study examines the ways that Korean and Danish teachers talk about teaching EFL; which approaches do the teachers take, what beliefs do the teachers hold and how and why do these differ and align? The study draws usage of theory on curricula by Alex Moore, in order to compose a thorough analysis of the Danish and the Korean high school curricula. Furthermore, the study draws usage of theories on beliefs and Geert Hof-stede’s six-dimensional model in order to investigate cultural similarities and differences. Based on interviews with the teachers, the project analyses how the curricula correspond with the reality that the teachers experience. In addition, the study explores seven different aspects of teaching through statements given by the interviewees; curricula, teacher roles, edification, critical thinking, creativity, teaching English through English, and aims and goals. The project concludes that Hofstede’s model is a valuable, easily-accessible tool, that both corresponds and differs from the project’s empirical data. The project concludes that the Korean curricu-lum is a curriculum dynamikos and that the Danish curriculum is a curriculum statis. Further-more, it concludes that both the Korean and Danish teachers struggle with their role and the expectations, as they navigate between what is demanded and what they wish to achieve themselves

UddannelserEngelsk, (Bachelor/kandidatuddannelse) Bachelor
Udgivelsesdato18 dec. 2017
Antal sider47
VejledereEbbe Klitgård