A Historical-Structural Approach to ESL Ideology in Korea
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초록
Based on the socio historical dynamics of English ideologies that percolated into Korea n society this paper explore d the significant aspects of ESL ideology in the Korean context. Despite the generally accepted EFL context in Korea, the co untry 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 ideolo gy 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 ideolo gies including Spoken English First , Ten year English Fiasco , and Earlier the Better English E ducation 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.
Abstract
Based on the socio historical dynamics of English ideologies that percolated into Korea n society this paper explore d the significant aspects of ESL ideology in the Korean context. Despite the generally accepted EFL context in Korea, the co untry 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 ideolo gy 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 ideolo gies including Spoken English First , Ten year English Fiasco , and Earlier the Better English E ducation 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.
참고문헌 (41)
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