English as an important but unfair resource: university students’ perception of English and English language education in South Korea

Choi, Lynn

doi:10.1080/13562517.2021.1965572

Cited by 11 publications

(3 citation statements)

References 56 publications

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“…Based on the Chinese context, Hu et al (2014) reveal that with higher tuition fees and admission requirements, EMI programmes strengthen English as a linguistic capital exclusively accessible to those with better socioeconomic resources. In South Korea, Choi (2021) finds that EMI promotion exacerbates socioeconomic polarisation and social stratification among university students with varied English proficiency. Similarly, Sahan (2021) argues that social disparities have been widened as EMI courses are primarily offered in elite Turkish universities.…”

Section: Emi Implementation and Social Inequalitymentioning

confidence: 99%

“The majority are left behind”: the promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities

Huang

2023

High Educ

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English as a medium of instruction (EMI) is commonly adopted as a strategy for higher education internationalisation. While there are numerous studies on the teaching practices of EMI programmes, the relationship between EMI and structural inequalities has been less investigated, especially in “universal” higher education systems. To address the research gap, this study investigates the EMI practices of two Taiwanese higher education institutions (HEIs) under current government initiatives. Qualitative data from policy documents and semi-structured interviews are analysed with an institutional logics approach and reflexive thematic analysis. The findings suggest that while state, managerial, and academic logics jointly shape EMI strategies in the public university case, EMI practices in the private university of technology case are predominantly driven by market and managerial logics and challenged by academic logic. Furthermore, this study reveals the structural “stuckness” encountered by the private case. In Taiwan’s hierarchical higher education system, the promotion of EMI could result in widening horizontal inequalities among HEIs. More specifically, under the EMI grading certification scheme for students and the tiered award system for HEIs, the majority may be left behind whereas the few with linguistic capital are spotlighted. Therefore, this study concludes that in light of organisational conditions, policymakers should allow greater flexibility for HEIs to develop performance indicators appropriate to their students’ needs.

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Section: Emi Implementation and Social Inequalitymentioning

confidence: 99%

“The majority are left behind”: the promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities

Huang

2023

High Educ

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“…Studies about the role of L1 use in the L2 classroom in many contexts reveal many benefits of L1 for reinforcing content learning in Taiwan school setting (Kao, 2022), developing English writing skills in Spanish (Escamilla, Butvilofsky, & Hopewell, 2018), negotiating identities in South Korean school and university context, (Choi, 2020;Choi, 2021; Yang & Jang, 2020), and supporting cross-linguistic transfer (Wong & Tian, 2022), that one language did not delay the development of another language development.…”

Section: Iicbmentioning

confidence: 99%

Exploring The Need for a Bilingual Approach in English Learning in an Indonesian EFL Tertiary Setting

Sahiruddin¹

2023

KSS

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This study scrutinizes learners’ perception of the bilingual (Indonesian-English) approach in an English language classroom at an Indonesian EFL tertiary setting. In particular, this study examines learners’ attitudes and beliefs about first language (L1) use in the second language (L2) classroom and the functions or purposes of L1 use in the English classroom. This study employed a survey design. One hundred and ten university learners enrolled in English major (n=110) participated in this study. The data were collected through a questionnaire adopted from Hall and Cook (2013) and analyzed statistically. The result of this study revealed that the bilingual approach (L1-L2 use) was more favorable as perceived by Indonesian EFL learners, and the use of L1 in the L2 classroom in various degrees of context or purposes was preferred. This study also showed the need for a gradual shift from L1 to L2 use along with learners’ English proficiency progress. The theoretical and practical implications of this study are discussed. Keywords: L1 use, L2 use, bilingual, monolingual

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“…In addition, with the significant influence of globalisation, English competence is regarded as an essential skill the ROK's white-collar job market and therefore private English lessons for young children are common (Cho, 2014). This contributes some families to strategically seek 'secondary-migration' together or separately to an anglophone country, such as the UK (Song and Bell, 2018).…”

Section: Divergent Strategies Of 'Doing' Familymentioning

confidence: 99%

Traversing: Familial Challenges for Escaped North Koreans

Lim

2021

Journal of Refugee Studies

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This research contributes to the development of migration theories by examining the challenges and opportunities faced by UK-resident migrants from North Korea in maintaining transnational family ties. Particularly, it reflects critically on the role played by ‘place’ as a regulatory apparatus in shaping the migrants’ experiences of family relationships in a transnational social space. The findings are drawn from thematic analysis of data from life history interviews with 14 North Korean defectors. In the light of the prevalence of back-and-forth stepwise migration for the defectors and their families across multiple nation states, I propose the concept of ‘traversing’ to describe the strenuous transnational familial experiences and complex mobility trajectories of North Korean escapees, which goes beyond a linear journey from the sending to the host place. While existing migration research has capitalized on the host place in selectively enabling and stratifying migrants’ access to transnational family rights, I argue that, instead of assuming forced migrants have free access to their home countries, it is important to consider the interplay between multiple places in understanding the challenges for vulnerable migrants to access essential family rights and maintain transnational family relationships.

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English as an important but unfair resource: university students’ perception of English and English language education in South Korea

Cited by 11 publications

References 56 publications

“The majority are left behind”: the promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities

“The majority are left behind”: the promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities

Exploring The Need for a Bilingual Approach in English Learning in an Indonesian EFL Tertiary Setting

Traversing: Familial Challenges for Escaped North Koreans

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