English, Tracking, and Neoliberalization of Education in South Korea

Byean, Hyera

doi:10.1002/tesq.257

Cited by 30 publications

(7 citation statements)

References 57 publications

(55 reference statements)

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“…The students in this group show lower than one or two standard deviations on average in every L2 readingrelated skill compared to the students in the highest group and the median group. In previous studies (e.g., Ahn & Lee, 2020;Byean, 2015;Byean, 2017;Yang, 2018;Yang, 2019), English abandoners are found to be present at an early stage of English education and account for a significant proportion, which was empirically represented in this study. Although they have been taught English at school for almost seven years, the results suggest that they neither master the basic 1,000 vocabulary list nor have basic skills in processing grammatical structures along with other areas.…”

Section: Hyunsoon Kim and Byungmin Leesupporting

confidence: 55%

Distinct L2 Reading-Related Subgroups of Korean EFL First-year High School Learners : Latent Profile Analysis

Kim¹,

Lee²

2021

The Journal of AsiaTEFL

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This study identified the latent profiles of L2 reading skills that characterize EFL first-year high school learners in Korea to examine the nature of the L2 reading ability development in the Simple View of Reading (SVR) framework. Participants included 254 Korean-speaking high school students in mid-or low-income urban areas of Seoul and Gyeonggi Province. Decoding, linguistic comprehension, and reading comprehension skills were assessed by six measures in total at the beginning of the school year. Latent profile analysis (LPA) on the six reading-related measures identified three L2 reading skill profiles deviating by almost one SD each on every measure. The three groups showed distinctively stratified L2 reading abilities with close associations among the variables, providing support for the SVR model in EFL populations. Decoding measured by orthographic processing was the least distinguishing skill to infer group membership. The heterogeneity found among the same graded EFL learners is discussed in line with the frustration prevalent among underachieving English learners in Korean schools. Implications for instructions and future research are suggested.

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Section: Hyunsoon Kim and Byungmin Leesupporting

confidence: 55%

Distinct L2 Reading-Related Subgroups of Korean EFL First-year High School Learners : Latent Profile Analysis

Kim¹,

Lee²

2021

The Journal of AsiaTEFL

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“…Resistance towards plurilingual pedagogy is widespread not only in the West but also in the East. Lin (2013) and Byean (2015) showed how native speakerism, standard language ideology, and monolingual English language teaching (ELT) methods are deep-rooted and overly valued in Hong Kong and Korea. As far as curriculum challenges are concerned, Schissel et al (2021) noted that there is a clear disparity between the use of multilingual methods as classroom practices and assessment practices.…”

Section: Dulani Suraweeramentioning

confidence: 99%

Plurilingualism in a Constructively Aligned and Decolonized TESOL Curriculum

Suraweera¹

2022

TESL Canada

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While learning and teaching English as an additional language are lifelong learning processes for both learners and teachers, these two sectors are largely dominated by West-centric linguistic and cultural imperialism, epistemic hegemony, racism, and neoliberalism, which are tied to colonialism and imperialism. In light of this issue, I argue that it is necessary to decolonize and de-imperialize the teaching English to speakers of other languages (TESOL) teacher education curricula to prepare future English as an additional language (EAL) teachers to identify, challenge, and resist the hegemonic elements embedded in EAL education worldwide. I claim that plurilingual pedagogical approaches can be identified as critical pedagogies since they can empower adult EAL learners by resisting linguistic and epistemic imperialism through activation and endorsement of their plurilingual repertoire, diverse knowledge systems, and identities. Drawing on the literature of plurilingualism, decolonization of knowledge production, and curriculum design, this article discusses how plurilingual approaches can be combined with critical and transformative pedagogies in a TESOL curriculum for the purpose of training future EAL teachers to empower their adult EAL learners globally. These curriculum suggestions are relevant to TESOL curricula to illustrate how plurilingualism and decolonizing theory can be put into practice. Alors que l’apprentissage et l’enseignement de l’anglais comme langue additionnelle sont des processus d’apprentissage qui durent toute une vie à la fois pour les apprenants et les enseignants, ces deux secteurs sont largement dominés par un impérialisme linguistique et culturel occidento-centrique, une hégémonie épistémique, le racisme et le néolibéralisme, qui sont liés au colonialisme et à l’impérialisme. À la lumière de ce problème, j’avance qu’il est nécessaire de décoloniser et de désimpérialiser l’enseignement de l’anglais aux locuteurs d’autres langues (TESOL), les programmes d’enseignement pour préparer les futurs enseignants d’anglais langue additionnelle (ALA) à identifier, remettre en question et résister aux éléments hégémoniques enchâssés dans l’enseignement d’ALA partout dans le monde. Je soutiens que les approches pédagogiques plurilingues peuvent être identifiées comme pédagogies critiques puisqu’elles permettent aux apprenants d’ALA de résister à l’impérialisme épistémique par l’activation et la validation de leur répertoire plurilingue, les divers systèmes de connaissance et leurs identités. En s’inspirant de la littérature sur le plurilinguisme, sur la décolonisation de la production de connaissance et sur l’élaboration de programmes, cet article discute de la façon dont les approches plurilingues peuvent être combinées à des pédagogies critiques et transformatives dans un programme de TESOL dans le but de former les futurs enseignants d’ALA afin qu’ils autonomisent leurs apprenants adultes mondialement. Ces suggestions de programmes concernent les programmes de TESOL pour illustrer comment le plurilinguisme et la théorie de la décolonisation peuvent être mis en œuvre.

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“…In South Korea, social status embodies symbolic capital (J. J. Song, 2011), and one's English competency determines one's ability to achieve an international status, and its accompanying symbolic capital (Byean, 2015;Seth, 2016;J. J.…”

Section: Capital and Investmentmentioning

confidence: 99%

Emerging Language Identities in a South Korean Vocational University

Rabbidge¹

2020

The Journal of AsiaTEFL

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Although commonly thought of as a monolingual nation, South Korea, under the influence of globalization, is in the midst of a change that could see this dominant monolingual discourse challenged. To reveal and understand this potential challenge, the current study uses the constructs of investment, capital, ideologies and identity to see how the ideology of neoliberalism has influenced the language learning identities of university students studying English in a single South Korean vocational university. This is done by taking into account the perspectives of both university instructors and university students. By employing narrative frame data collection methods, coupled with asynchronous interviewing techniques, the qualitative study reveals that the symbolic capital that English embodies for students is potentially changing how the language identities of these students should be understood. Such a change has a number of implications for English education within South Korea in terms of generalized designations such as EFL and non-native identity markers.

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English, Tracking, and Neoliberalization of Education in South Korea

Cited by 30 publications

References 57 publications

Distinct L2 Reading-Related Subgroups of Korean EFL First-year High School Learners : Latent Profile Analysis

Distinct L2 Reading-Related Subgroups of Korean EFL First-year High School Learners : Latent Profile Analysis

Plurilingualism in a Constructively Aligned and Decolonized TESOL Curriculum

Emerging Language Identities in a South Korean Vocational University

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