The Limitations of English Language Ideology (LI) and Language Policy & Planning (LPP) in South Korea (original) (raw)

English Fluency as Wind beneath My Children’s Wings: The Imagined and Practiced Value of English Language in Globalizing Korea

Asian Journal of Education and E Learning, 2015

In this paper, I argue that English is an important component of "cultural capital" in contemporary Korean society. Whether for practical reasons or not, English proficiency is something an educated Korean must have. Given the perceived importance of English language in Korea, children's early exposure to English language has become important component of mothers' "family status production" work. [Papanek 1979] This is especially true for middle, and upper middle class families who either need to constantly affirm their class background, or have desire to climb up the social hierarchy. In this paper, I examine the significance of English proficiency in its relationship with the notions of gender, family, and class in the society. As Koreans society becoming one of the major players in the global society, English language proficiency has also become an important component of Koreans' global identities.

“English is my only weapon”: Neoliberal language ideologies and youth metadiscourse in South Korea

This study explores language ideologies among adolescents attending a South Korean English academy. Current research on language ideologies and English learning has primarily been conducted in countries where English is predominantly spoken, or among adult learners. This study explores these dynamics in South Korea, a country where English is not widely spoken, yet plays a key role in educational and eco- nomic opportunity. We analyzed written questionnaires from 27 adolescents positioned as “near-native” English speakers within their English academy. Our analysis documented specific audiences participants invoked in their reflections on English learning, which included adults, peers, language policies, and a hypothesized community of “native English speakers.” We then explored the range of purposes for which participants discussed the use of English across these audiences. Throughout the sample, partic- ipants positioned English use in relation to economic status, perceived intelligence, and employability in both global and local contexts. We found participants were keenly aware of their ability to strategi- cally leverage English to both accommodate and resist these dynamics across multiple audiences. We argue that participants’ understanding and leveraging of neoliberal language ideologies illustrates the need to explicitly address these dynamics within global English learning. Furthermore, these findings demonstrate adolescents’ agency, creativity, and metalinguistic awareness toward language and its use.

Linguistic Imperialism and the English-learning Boom in Korea

2008

This paper critically reviews the issue of the overheated English-learning boom in Korea, and investigates how such a boom affects public education in Korea and the learning of Korean children. This issue is analyzed with two theoretical frameworks: linguistic imperialism (Phillipson 1992) and social capital theory (Bourdieu 1991). As a case analysis, this paper focuses on the cases of both ‘'the newly arrived’' Korean children at an English-immersion program and ‘'the residing’' Korean children as linguistic minorities in the U.S. These two groups of Korean children gather around weekend Korean schools founded by Korean community churches, and both groups learn their heritage language and revive their heritage identities. It is found that the weekend Korean schools work as language shelters and ethnic strongholds where the Korean children’'s ethnic culture, language, and identity are respected, revived, and maintained. By investigating the issue, this paper high...

English as International Language Revisited: Implications on South Korea’s ELT Context

Scope : Journal of English Language Teaching

This paper specifically aims to examine conceptual and empirical studies on the evolution of English Language Teaching (ELT) worldwide and its progression affecting ELT in South Korea. A systematic review was used as the research methodology. A number of significant articles from top-tier journals and book chapters were analysed utilising a content analysis, to gain evidence-based solutions. This paper begins with the outset of EIL (English as an International Language) in general, and examines a paradigm shift concerning the prestige norms such as American English (AmE) and British Received Pronunciation (RP). This paper heavily emphasizes on the condition of English Language Teaching in South Korea, and what theoretical foundations can be utilized to English language program in South Korea. Furthermore, this paper critically investigates the interconnectedness complexities between English and the national language, along with the attitudes toward native and non-native English-spea...

English Education Policies in South Korea

Language Policy, 2016

In South Korea, the government has actively promoted English proficiency as an indispensable tool in ascertaining competitiveness of individuals and the country. This chapter examines English education in South Korea and its policies as contextualized in its socio-cultural backgrounds. The discussion draws on theoretical insights that view policies as an interactive process among policy documents, the context and the actors in it (Ball, Maguire & Braun, 2012; Menken & Garcia, 2010). First, the background is laid out by illustrating the symbolic and practical meaning of the English language in the Korean context. Following that, the chapter traces the changes in English language teaching (ELT) policies through a historical survey of curricular reforms and also presents the current agenda of ELT policies, within which the communicative approach is strongly recommended, as reflected in the 7 th National Educational Curriculum. In an attempt to investigate ELT practice in context, two case studies, one at the primary level and the other at the secondary level, are presented, particularly to determine the relationship between policy and practice. Both case studies demonstrate that while teachers make efforts to follow the policies, how they actually implement them depends on their unique contexts and individual beliefs. The chapter concludes with suggestions for future research and policy making.

A Historical-Structural Approach to ESL Ideology in Korea

ENGLISH TEACHING, 2021

Based on the socio-historical dynamics of English ideologies that percolated into Korean society, this paper explored the significant aspects of ESL ideology in the Korean context. Despite the generally accepted EFL context in Korea, the country is situated at the intersection between two categories: ESL from a perspective of English ideologies and EFL from a perspective of societal context. As a proto-ideology of English, ESL ideology, which dates back to the United States Military rule in Korea, was further theoretically developed by the Peabody/Korean team, and its implementation was attempted by the Peace Corps. Although activating ESL has failed in Korean society, its ideology per se remains unchanged, (re)generating other English ideologies including Spoken English First, Ten-year English Fiasco, and Earlier the Better English Education ideologies. This study found that the discrepancy between ESL as the ideological domain and EFL as the practical domain has brought about some confusion in English education policy and practices.

'Speaking English naturally': the language ideologies of English as an official language at a Korean university

This study explores language ideologies of English at a Korean university where English has been adopted as an official language. This study draws on ethnographic data in order to understand how speakers respond to and experience the institutional language policy. The findings show that language ideologies in this university represent the institutional norms and expectations of English. The interpretive frame used to respond to the policy is best represented by the discourse of 'speaking English naturally'. While some informants are positive that the language policy will enable them to transform themselves into competent speakers of English, others are sceptical about the effect of the policy in everyday communication, including classroom activities and interaction with international members of the university. Hence, within the space of interactions demarcated by the university, the ideology of English hegemony has contradictory effects upon the patterns and the rationales of language choice in routine situations. This case study illustrates important dilemmas and confusion in social interactions that typically occur in Korea when spaces are designated for English use, because the space of English as an official language is primarily linked with the language ideology of monolingualism.

The importance of English language learning and teaching in South Korea

2013

This research investigates the impact of rote learning, national examinations and types of motivation to learn English language on the way English language is taught and learnt in Korea. The research is framed around two questions, using qualitative data in a discursive manner (Holstein & Gubrium, 2005). Qualitative and interpretive methods were applied in this research. The research examined the various influential actors involved with English language learning and teaching in Korea such as the methods of learning and teaching English language in Korea, and policy makers’ impact on the way English language is being taught and learnt in Korea. Professional diary entries written by the researcher during a one year English language teaching experience in Korea provided the core data for this research. Searching for support in the literature for the diary entries lead to three themes: the method of rote learning, the significance of exams, and the types of motivation to learn the Engli...