Globalization, Children's Study Abroad, and Transnationalism as an Emerging Context for Language Learning: A New Task for Language Teacher Education

Song, Jong Tae

doi:10.5054/tq.2011.268059

Cited by 26 publications

(23 citation statements)

References 20 publications

(20 reference statements)

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“…Other somewhat less drastic measures that Korean parents have taken include enrolling their children in English kindergartens or sending them abroad to obtain “native‐like” English pronunciation (Kang, ; J. S.‐Y. Park & Bae, ; Shin, ; Song, ).…”

Section: The Ideological Construction Of English Policies In Koreamentioning

confidence: 99%

English, Tracking, and Neoliberalization of Education in South Korea

Byean

2015

TESOL Quarterly

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Drawing upon the experiences and dilemmas of the author, a middle school English teacher in South Korea, this article illuminates the ways in which neoliberal reforms in education intersect with English, and how such links have entailed the class-based polarization of education in Korean society. Given the prominent role that English plays in neoliberal policies-namely, serving as a direct index of elite schools and track placement-unequal access to English across the class spectrum restricts the prospects of disadvantaged students in the neoliberal education market. Tracking is one way in which this unequal access is manifest in the Korean educational landscape. Tracking refers to placing students in accordance with their academic abilities in order to tailor instruction to best meet students' needs (Oakes, 1985). Contrary to its intended purpose, however, tracking has been vehemently criticized for exacerbating educational inequalities (Gamoran, 2010;Hallam & Ireson, 2005;Oakes, 1985;Oakes, Gamoran, & Page, 1992). By locating the tracking policy against the backdrop of the local significance of English, this article identifies hidden agendas underlying tracking practices surrounding English, and further highlights how the interplay of English and neoliberalism mediates relations of class and inequality while justifying policies and practices surrounding English as the imperatives of globalization.

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Section: The Ideological Construction Of English Policies In Koreamentioning

confidence: 99%

English, Tracking, and Neoliberalization of Education in South Korea

Byean

2015

TESOL Quarterly

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“…It is also evident that while English is undoubtedly one of these, children are likely to hold different degrees of existing competency and proficiency in English. This phenomenon is increasingly impacting ELT classrooms and challenging EFL teachers such as in East Asia with students returning after study abroad in English-speaking countries, as Song (2011) observes.…”

Section: The Mexican Societal and Educational Context And Sources Of mentioning

confidence: 92%

“…In addition, in many contexts, parents with the financial means to do so will also seek to provide their children with an alternative to state school education by enrolling them in private schools where instruction is largely or completely English medium. The growing number of short-stay study abroad programmes for children is yet further testament to parental ambitions to help ensure their children get a critical edge where English language knowledge and skill is concerned (Song 2011). Indeed, these sorts of parental actions have served to pressure governments to lower the age at which English is introduced into state school curricula in many parts of the world (Enever et al 2009).…”

Section: Sarah Richmentioning

confidence: 98%

International Perspectives on Teaching English to Young Learners

Rich¹

2014

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“…This educational migration, called early study abroad (hereafter ESA), takes various forms and locations as study sites: (a) family‐accompanied (typically with mothers only known as Korean kireki ‘wild goose’ mothers) long‐term stays in Kachru's () “Inner Circle” countries, such as the United States, Canada, Australia, and New Zealand, and relatively short‐term stays in the English‐speaking countries in the “Outer Circle”, such as the Philippines and Singapore; and (b) children‐alone study abroad, through their enrollment in boarding schools or through homestays. These varying ESA practices have important implications for English teaching and learning, such as the diversity in various places as study abroad sites and different models of English learning such as American English, Indian English, and so on (Graddol, ; Song, ). Additionally, ESA is especially common among middle‐class Korean families who use this strategy for their class maintenance and upward mobility (Ong, ).…”

mentioning

confidence: 99%

“…diversity in various places as study abroad sites and different models of English learning such as American English, Indian English, and so on (Graddol, 2006;Song, 2011). Additionally, ESA is especially common among middle-class Korean families who use this strategy for their class maintenance and upward mobility (Ong, 1999).…”

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confidence: 99%

Imagined Communities and Language Socialization Practices in Transnational Space: A Case Study of Two Korean “Study Abroad” Families in the United States

Song

2012

The Modern Language Journal

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This is a yearlong ethnographic case study of 2 study abroad South Korean families' language socialization practices in their home. It explored how these parents', particularly the mothers', future visions of their returning community in South Korea influenced their home language socialization practices. As their future vision, it employed the notion of “imagined communities” (ICs) (Anderson, 1991; Kanno & Norton, 2003; Norton, 2001; Norton & Pavlenko, 2007). The data from interviews and participant observations revealed that these 2 mothers not only created different ICs, but also aligned themselves differently with their ICs. I argue that each family's unique negotiation of multiple memberships among communities they left behind, local ones, and ones they hoped to become part of in the future caused that diversity, which led to their divergent practices and attitudes toward different languages in their home. Furthermore, having membership renewal as the main goal in their IC, these families strived to maximize their language learning opportunities overseas and at the same time imposed constraints on their daily practices through language ideologies brought from their ICs.

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Globalization, Children's Study Abroad, and Transnationalism as an Emerging Context for Language Learning: A New Task for Language Teacher Education

Cited by 26 publications

References 20 publications

English, Tracking, and Neoliberalization of Education in South Korea

English, Tracking, and Neoliberalization of Education in South Korea

International Perspectives on Teaching English to Young Learners

Imagined Communities and Language Socialization Practices in Transnational Space: A Case Study of Two Korean “Study Abroad” Families in the United States

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