The Process of Distinction Through Bilinguals Attending International Schools in Korea
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The main purpose of this study is to explore how bilingual students are going to demonstrate their distinction by attending international schools, and in order to distinguish themselves, what process they are going through. This study’s theoretical framework is Distinction, globalization, and neoliberalism. This study analyzes interview data to demonstrate the processes of distinction of participants, using I. C. Jang’s (2015) three terminology: opposition, shift, and addition. The participants’ discourses illustrate that through attending international schools they pursue English communicative skills which they view as opposition of English test scores, and their choice of international schools instead of Korean public education systems causes some participants to shift their language from Korean to English. In addition, the discourses reveal that some participants expect the additional values of attending international schools in the aspect of not only more developed linguistic skills but also more cultural-oriented extra-activities. Finally, this study dis- cusses the phenomena found in the data and some social problems which may be caused by the distinction process, referring to language ideologies in Korea society.
Abstract
The main purpose of this study is to explore how bilingual students are going to demonstrate their distinction by attending international schools, and in order to distinguish themselves, what process they are going through. This study’s theoretical framework is Distinction, globalization, and neoliberalism. This study analyzes interview data to demonstrate the processes of distinction of participants, using I. C. Jang’s (2015) three terminology: opposition, shift, and addition. The participants’ discourses illustrate that through attending international schools they pursue English communicative skills which they view as opposition of English test scores, and their choice of international schools instead of Korean public education systems causes some participants to shift their language from Korean to English. In addition, the discourses reveal that some participants expect the additional values of attending international schools in the aspect of not only more developed linguistic skills but also more cultural-oriented extra-activities. Finally, this study dis- cusses the phenomena found in the data and some social problems which may be caused by the distinction process, referring to language ideologies in Korea society.
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