The Intersection of Ideology, Corpora, and the Native Speaker Teacher in Undergraduate Interpretation and Translation Classrooms
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Korean Undergraduate students majoring English interpretation and translation must simultaneously further develop their language skills while also developing the skills necessary for interpretation and translation. For some students, a key element for their development is a sense of ownership of English and legitimacy as English speakers. This study highlights the ideological elements surrounding Korean students’feelings of ownership of English and analyses how using a corpus in English language classes can support students’ ownership of English and sense of legitimacy as speakers of English. In this study I adopt an autobiographical-narrative methodology that draws upon field-notes, student classwork, and my own memories to explore these classroom practices. Further, I analyze how, despite my intentions to support students’ ownership of English, my presence as a foreign native-speaker teacher inevitably reinforces ideologies of English in Korea that limit student opportunities to claim English as their own. This study contributes the growing body of scholarship on undergraduate English interpretation and translation curriculum, as well as the role of language ideologies in the classroom.
Abstract
Korean Undergraduate students majoring English interpretation and translation must simultaneously further develop their language skills while also developing the skills necessary for interpretation and translation. For some students, a key element for their development is a sense of ownership of English and legitimacy as English speakers. This study highlights the ideological elements surrounding Korean students’feelings of ownership of English and analyses how using a corpus in English language classes can support students’ ownership of English and sense of legitimacy as speakers of English. In this study I adopt an autobiographical-narrative methodology that draws upon field-notes, student classwork, and my own memories to explore these classroom practices. Further, I analyze how, despite my intentions to support students’ ownership of English, my presence as a foreign native-speaker teacher inevitably reinforces ideologies of English in Korea that limit student opportunities to claim English as their own. This study contributes the growing body of scholarship on undergraduate English interpretation and translation curriculum, as well as the role of language ideologies in the classroom.
참고문헌 (22)
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