Revisiting Linguistic Imperialism: Policies and Teacher Discourses on ELT in Korea
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
Phillipson’s theory of linguistic imperialism puts forward how English language teaching (ELT) is shaped by political and sociocultural forces, calling for a critical review of mainstream theories and methodology prevailing in ELT in nonnative contexts. This study examines the relevance of the theory of linguistic imperialism in explaining Korean context of ELT by reviewing education policies and pedagogical practices operating within the nation. The study primarily reviewed theoretical assumptions underlying ELT policies in the nation focusing on the major changes in government policy on English education. The study also examined two-group participants’ (college instructors and graduate students) perspectives on linguistic imperialism and ELT practices in Korea as a review of the potential representations of the imposition of such global ideology on local ELT. The study shows that global discourse of linguistic imperialism reveals considerable relevance to ELT in Korea via standard language ideology and native speaker model. Center-driven theories impose significant influence on Korean ELT through political ideals and social perceptions where communicative competence is promoted as the primary social goal. The analysis of the participants' discourses suggests that linguistic imperialism is still a valid construct in their perception. Standard language ideology consistently lingers in both groups’ mind; yet the native speaker model as the best ELT method is virtually denied. Conflicting views on the Center-driven theories are discussed.
Abstract
Phillipson’s theory of linguistic imperialism puts forward how English language teaching (ELT) is shaped by political and sociocultural forces, calling for a critical review of mainstream theories and methodology prevailing in ELT in nonnative contexts. This study examines the relevance of the theory of linguistic imperialism in explaining Korean context of ELT by reviewing education policies and pedagogical practices operating within the nation. The study primarily reviewed theoretical assumptions underlying ELT policies in the nation focusing on the major changes in government policy on English education. The study also examined two-group participants’ (college instructors and graduate students) perspectives on linguistic imperialism and ELT practices in Korea as a review of the potential representations of the imposition of such global ideology on local ELT. The study shows that global discourse of linguistic imperialism reveals considerable relevance to ELT in Korea via standard language ideology and native speaker model. Center-driven theories impose significant influence on Korean ELT through political ideals and social perceptions where communicative competence is promoted as the primary social goal. The analysis of the participants' discourses suggests that linguistic imperialism is still a valid construct in their perception. Standard language ideology consistently lingers in both groups’ mind; yet the native speaker model as the best ELT method is virtually denied. Conflicting views on the Center-driven theories are discussed.
참고문헌 (39)
- Baik, M. J., "Language, ideology, and power: English textbooks of two Koreas", doctor, pp.1995
- Braine, G., "Nonnative speaker English teachers: Research, pedagogy and professional growth" (2010), Routledge
- Brutt-Giffler, J., "World English: A study of its development" (2002), Multilingual Matters
- Brutt-Griffler, J., "English in academia: Catalyst or barrier?", pp.59~72 (2008), Gunter Narr Verlag Tubingen
- Canagarajah, A. S., "Resisting linguistic imperialism in English teaching" (1999), Oxford University Press
- Canale, M., "Theoretical bases of communicative approaches to second language teaching and testing", Applied Linguistics, 1, pp.1~47 (1980)
- 조영교, "Impact of English as an International Language on ELT in Korea: Theory, Practices and Perspectives", 인문논총, 39, pp.3~26 (2016), 인문과학연구소
- 최연희, "Impact of Politico-economic Situations on English Language Education in Korea", 영어교육, 61(4), pp.3~26 (2006), 한국영어교육학회
- Crystal, D., "English as a global language" (2003), Cambridge University Press
- Graddol, D., "The future of English" (1997), The British Council
- Hornberger, N. H., "Literacy and language planning", Language and Education, 8(1,2), pp.75~86 (1994)
- Hwang, J. B., "Failure in CSAT-English policy: Do we have solutions?", Proceedings of KATE 2021 SIG Conference, pp.235~239 (2021)
- Jenkins, J., "English as a lingua franca: Attitude and identity" (2007), Oxford University Press
- Kim, S., "Korea’s globalization" (2000), Cambridge University Press
- Kwon, O., "Korea’s English education policy changes in the 1990s : Innovations to gear the nation for the 21st century", English Teaching, 55(1), pp.47~91 (2000)
- Kubota, R., "Ideologies of English in Japan", World Englishes, 17(3), pp.295~306 (1998)
- McKay, S. L., "Teaching English as an international language: Rethinking goals and approaches" (2002), Oxford University Press
- McKay, S. L., "Toward an appropriate EIL pedagogy : Re-examining common ELT assumptions", International Journal of Applied Linguistics, 13(1), pp.1~22 (2003)
- McKay, S. L., "International English in its sociolinguistic contexts: Towards a socially sensitive EIL pedagogy" (2008), Routledge
- Medgyes, P., "Native or nonnative: Who’s worth more?", ELT Journal, 46(4), pp.340~349 (1992)
- Medgyes, P., "The non-native teacher" (1994), Macmillan
- 문은경, "역사적 연구방법을 통한 현대 영어교육 형성기의 영어교과서 분석", Foreign Languages Education, 12(3), pp.245~269 (2005), 한국외국어교육학회
- Nunan, D., "The impact of English as a global language on educational policies and practices in the Asia-Pacific regions", TESOL Quarterly, 37(4), pp.589~613 (2003)
- Pennycook, A., "Power and inequality in language education", pp.34~58 (1995), Cambridge University Press
- Pennycook, A., "English and the discourses of colonialism" (1998), Routeledge
- Phillipson, R., "Linguistic imperialism" (1992), Oxford University Press
- Phillipson, R., "Linguistic imperialism continued" (2010), Routledge
- Seidlhofer, B., "Understanding English as a lingua franca" (2011), Oxford University Press
- Selinker, L., "Interlanguage", International Review of Applied Linguistics, 10, pp.209~231 (1972)
- Shim, R. J., "Englished Korean : Structure, status, and attitudes", World Englishes, 13(2), pp.225~244 (1994)
- Shim, R. J., "Language polices and language education: The impact in East Asian countries in the next decade" (2000), Times Academic Press
- Shim, R. J., "English language teaching in East Asia today: Changing policies and practices", pp.241~261 (2004), Eastern Universities Press
- Sridhar, S. N., "A reality check for SLA theories", TESOL Quarterly, 28(4), pp.800~805 (1994)
- Sridhar, K. K., "Bridging the paradigm gap : Second language acquisition theory and indigenized varieties of English", World Englishes, 5(1), pp.3~14 (1986)
- Tollefson, J., "Planning language inequality : Language policy in the community" (1991), Longman
- Tsui, A., "Language policy, culture and identity in Asian contexts", pp.1~21 (2007), Lawrence Erlbaum Associates
- Widdowson, H. G., "Authenticity and autonomy in ELT", ELT Journal, 50(1), pp.67~68 (1996)
- Yim, S., "Globalization and national identity: English language textbooks of Korea", doctor, pp.2003
- Yim, S., "Language policy, culture and identity in Asian contexts", pp.37~53 (2007), Lawrence Erlbaum Associates