“Because we all change, right?”: A narrative inquiry of an international student’s self-formation in South Korea

Kudaibergenov, Meerbek

doi:10.1016/j.ijedudev.2022.102708

Cited by 8 publications

(1 citation statement)

References 37 publications

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“…Korea, as an expanding circle country (Kachru, 1992), places a high value on English pro ciency as a valuable soft skill that brings social and economic bene ts (Kudaibergenov, 2023; Joe & Lee, 2013; Lee & Chan, 2023). Consequently, there is an increasing demand for English education in the country (Jeon, 2009;Jo, 2008;Rabbidge, 2020;Shin, 2007).…”

Section: Introductionmentioning

confidence: 99%

Intersectionality in transnational English teaching: Exploring the dynamics of privilege and disadvantage in Korean ELT

Kudaibergenov

2023

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This article explores the niche occupied by transnational English teachers within the context of Korean ELT. Employing intersectionality theory as an analytic framework, the study examines the experiences of Leo (pseudonym), a German national who taught English in Korea circumventing legal restrictions against non-native English-speaking teachers. Through an analysis of Leo's narrative, this research elucidates the complex dynamics of privilege and disadvantage prevalent in the Korean ELT industry. The findings underscore the significance of nationality, race, and marital status in securing a teaching position, revealing a persistent preference for Caucasian teachers and the perpetuation of White supremacy in ELT. Leo's experiences shed light on broader issues of power imbalances, exploitation, and identity tensions that transnational teachers encounter. These findings contribute to a nuanced understanding of the niche occupied by transnational English teachers and provide insights for the development of inclusive and equitable policies and practices in foreign language education.

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