Criticality for global citizenship in Korean English immersion camps

Ahn, So-Yeon

doi:10.1080/14708477.2015.1049612

Cited by 14 publications

(8 citation statements)

References 23 publications

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“…They conclude that the English cam program is very much to accelerate language learning and cooperation between cultures. Moreover which criticizes the understanding of global citizenship in English language camps in Korea, the government must put heavy social and cultural pressure on parents to want to motivate and pursue better English education for their children in a globalized, short-term English camp program have generated particular interest and interest as an educational option in South Korea, which has long been part of the promotion of the world as a global environment through English and other foreign language (Ahn, 2015).…”

Section: Resultsmentioning

confidence: 99%

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

Rachmawati

Widjajanti

Ahmad

et al. 2020

TJPI

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This article aimed to promote English in elementary school students through a fun learning method, called the Fun English Camp. Several studies had been conducted to encounter the best solution to handle this issue. The researchers used PRISMA Protocol as an instrument to collect the data that has been widely used in the process of selecting relevant articles. The researchers reviewed twenty five scientific publications, related to Fun English Camp that has become an English learning approach for beginner students. Through a review of twenty five scientific publications, for instance book and journal, the researchers got scientific evidence that introduction of a learning method with the term Fun English camp has an impact on promoting language learning for elementary school children in Indonesia. Thus, the fun English camp method can be an interesting method to be applied by elementary school curriculum design in Indonesia. Keywords: English Camps, Learning Method, Fun English Learning

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Section: Resultsmentioning

confidence: 99%

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

Rachmawati

Widjajanti

Ahmad

et al. 2020

TJPI

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“…This finding suggests that language, and specifically the English language, is a key part of how GCE is portrayed in the scholarship. Ahn (2015), for example, discusses the immense pressures South Korean parents face in taking responsibility for their children’s English language learning as part of an assumption that it is crucial for participation in global society and global citizenship. The policy and teacher-training materials Ahn analyses widely support the claim that whereas other skills or dispositions are required for one to become a global citizen, knowledge of the English language is not a subset of skills but rather a separate prerequisite for participation in the Western-dominated global society.…”

Section: Resultsmentioning

confidence: 99%

Terminological “Communities”: A Conceptual Mapping of Scholarship Identified With Education’s “Global Turn”

Goren

Yemini

Maxwell

et al. 2020

Review of Research in Education

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This chapter presents an innovative, cross-disciplinary methodological approach to systematically reviewing and comparing large bodies of literature using big data, Natural Language Processing, network analysis, and supplementary qualitative analysis. The approach is demonstrated through an analysis of the literature surrounding four common concepts within the scholarship related to the global turn in education: 21st-century skills, global citizenship, intercultural competencies, and cosmopolitan education. An analysis is made of each network representing the focal concepts. We also undertake a comparative analysis of topics appearing across the scholarship found on the different concepts. Through this analysis we highlight some benefits of the outlined methodology in identifying overarching themes across bodies of literature, locating differences in how topics are approached within the context of each concept, revealing blind spots and caveats in specific areas of scholarship, and being able to outline distinctive characteristics of the literature related to each concept. Limitations and potential uses of the method are subsequently discussed. This review will be of use to researchers from any field who are interested in novel methodological ways of unpacking and analyzing large bodies of knowledge, as well as scholars embarking on research related to the global turn in education, and finally, policymakers looking to identify which concepts to utilize in their work in this area.

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“…The needs of English immersion program to facilitate learners to acquire language proficiency has great attention to many scholars (Jeon, 2012;Qiang & Siegel, 2012;Poon, 2016;Ahn 2015;Lee et al, 2010;Park, 2009). English immersion education is a method in teaching English in which the English language becomes the medium of instruction and content taught to students (Jeon, 2012).…”

Section: English Language Immersionmentioning

confidence: 99%

“…Jeon (2012) recognized that English immersion in English villages in South Korea can be categorized as teaching English through English (TETE). Another study Ahn (2015) reported English immersion camps in South Korea are designed to provide opportunities for students to have the best learning experiences to acquire a linguistic and cultural understanding of English. Furthermore, Ahn admitted that English Immersion camps in the EFL context different from the immersion program in native English-speaking countries or ESL contexts.…”

Section: English Language Immersionmentioning

confidence: 99%

“…Knell et al (2007) evaluated that immersion students perform better on English vocabulary, word identification and oral proficiency. The language learners become proficient in the second language and increase cultural awareness while reaching a high level of academic achievement (Caldas & Caron-Caldas, 2010;Ahn, 2015;Poon, 2016;Lee, 2009). A study by Cheng et al (2010) discovered that immersion students, compared with non-immersion students, did better in English at all three grade levels.…”

Section: Introductionmentioning

confidence: 99%

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English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness

Supriyono

Saputra

Dewi

2022

JEELS

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This study reflects the best practice of the English immersion program designed for EFL learners. Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.

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Criticality for global citizenship in Korean English immersion camps

Cited by 14 publications

References 23 publications

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

The English Camps as Method of Promoting Fun English at Elementary School Level in Indonesia

Terminological “Communities”: A Conceptual Mapping of Scholarship Identified With Education’s “Global Turn”

English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness

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