Teachers' attitudes towards Korean English in South Korea

Ahn, Hyejeong

doi:10.1111/weng.12081

Cited by 112 publications

(92 citation statements)

References 37 publications

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“…Despite the overall resistance and negative attitudes shown by the study participants towards EIL/EFL at first, they later-after I had explained to them IEL/EFL-showed some kind of readiness to try out this kind of English as they viewed it as 'easy' and could work out well for developing their communication skills. Such degree of positive attitude and acceptance towards learning of EIL/ELF resonates with some previous studies (e.g., Ahn, 2014;Bernaisch & Koch, 2016) on attitudes of teachers and learners towards local varieties of English due to its high degree of intelligibility and easiness. Such findings suggest that teachers and learners should not shy away from trying out such non-standard mainstream variety of English.…”

Section: Conclusion Implications and Recommendations For Tesolsupporting

confidence: 89%

Teaching English as an International/Lingua Franca or Mainstream Standard Language? Unheard Voices from the Classroom

Alhassan¹

2017

AWEJ

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Over the last two decades there has been an upsurge in the voices among TESOL/applied linguistics scholars calling for the teaching of English as an International (EIL) and Lingua Franca (ELF) language as opposed to the mainstream Standard English (MSE). These calls seem to be rather theoretical than empirical intellectual debates among those scholars without taking on board the voices of English as a foreign language (EFL) teachers and learners themselves as stakeholders. Focusing on a Sudanese EFL context, the present study therefore duly aims at empirically contributing to this intellectual debate by involving those stakeholders in the debate and by offering a reconciliatory third way forward. The study attempts to address two main research questions: (i) what kind of English(es) do Sudanese EFL teachers and learners want to teach, learn and identify with? And (ii) how do they view EIL and ELF language and to what extent are they willing to teach and learn this variety in the classroom? The study adopted a qualitative interview-based methodology and thirteen EFL teachers and learners took part in the investigation by allowing face-to-face interviews. Results of data analysis showed that both teachers and learners reportedly prefer to teach, learn and identify with the mainstream Standard English. They also showed unawareness of EIL/ELF as an emerging and competing variety to the MSE. Teachers and learners also reported varied views towards the potentials of teaching and learning EIL/ELF in the classroom. The pedagogical implications and insights for TESOL research and pedagogy were discussed. Keywords IntroductionThere has, recently, been an upsurge in the number of voices among TESOL/applied linguistics scholars calling for the teaching and learning of English as an International language (EIL) and English as a Lingua Franca (ELF) instead of the mainstream Standard English (MSE). These calls are particularly common in the outer/expanding circles. Many keynote speeches/plenaries and conference presentations have focused on this issue. The underlying arguments behind these calls can broadly be summarised as follows: English is widely used outside the inner circle as a language of communication (Lingua Franca) among speakers from different first-language backgrounds. English is therefore predominantly used among non-native speakers. English nonnative speakers are hugely and steadily outnumbering native speakers. Another factor perhaps is related to the increasing development in the collection and description of the non-stream Englishes. There is a growing body of literature on the nature and description of EIL/ELF. Huge corpora of EIL/ELF are now available such as Voice corpus: Vienna-Oxford International Corpus of English jointly developed by Oxford and Vienna universities and which can be accessed at: https://www.univie.ac.at/voice/page/corpus_information. The English non-native speaker teachers are outnumbering the native speaker teachers (see e.g., Graddol, 2006;Graddol et al., 2007). What is chara...

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Section: Conclusion Implications and Recommendations For Tesolsupporting

confidence: 89%

Teaching English as an International/Lingua Franca or Mainstream Standard Language? Unheard Voices from the Classroom

Alhassan¹

2017

AWEJ

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“…This negative perspective toward non-native variants of English can be seen in previous studies whereby speakers felt embarrassed in speaking about their own varieties of English (Matsuda, 2000(Matsuda, , 2003Takeshita, 2010;Luo, 2016;Meilin & Xiaoqiong, 2015;Munro, Derwing & Morton, 2006;Young& Walsh, 2010). However, in this study some of the attitudinal changes regarding cognitive, affective and behavioral elements, similar to what Tokumoto and Shibata (2011) and Ahn (2014Ahn ( , 2017 identified, were noticeable among Indian and Iranian teachers.…”

Section: Discussionsupporting

confidence: 71%

“…For example, in Japan (McKenzie, 2008;Suzuki, 2011), in Korea (Ahn, 2014;McDonald & McRae, 2010;Young & Walsh, 2010), in Denmark (Ladegaard & Sachdev, 2006); in Greece (Sifakis, 2009;Sifakis&Sougari, 2005), in Taiwan (Huang, 2016;Luo, 2016), in Hong Kong (Zhang, 2013), in China (Meilin& Xiaoqiong, 2006, in Norway (Rindal 2010), in Europe (Groom, 2012) and in Iran (Sharifian, 2009(Sharifian, , 2010. Overall, these studies have shown tendencies concerning degree of awareness of other varieties of English, preferences towards these varieties, as well as their social and cultural meanings.…”

Section: Attitudes and Accentsmentioning

confidence: 99%

English or Englishes? Outer and Expanding Circle Teachers’ Awareness of and Attitudes towards their Own Variants of English in ESL/EFL Teaching Contexts

Monfared¹,

Khatib²

2018

AJTE

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“…Research in this vein consistently demonstrates teachers’ and students’ entrenched perceptions that NS varieties are the sole acceptable models for English language learners, whereas localized varieties are inappropriate, undesirable, or unproductive targets (Ahn, , ; A. Matsuda, ; Young & Walsh, ), though there are isolated cases in which learners expressed disdain for NS standards (Sridhar & Sridhar, ). Native speaker biases are typically justified by reference to a range of elements that are held to exert an incontestable influence on the scope of possibilities in local teaching contexts.…”

Section: Literature Reviewmentioning

confidence: 98%

“I Mean I'm Kind of Discriminating My Own People:” A Chinese TESOL Graduate Student's Shifting Perceptions of China English

Nuske

2017

TESOL Quarterly

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World Englishes has become a robust field of inquiry as scholars pursue more nuanced understandings of linguistic localization and multilinguals’ negotiations of language differences. Yet research demonstrates that teachers and learners of English as a foreign language continue, albeit in a partially conflicted way, to believe that prestigious native speaker varieties are the sole acceptable targets of instruction. Thus, there is a need for further inquiries into the factors that influence individuals’ attitudes toward localized Englishes and the efficacy of classroom interventions in modifying these. Utilizing a qualitative case study approach, the present study traces one Chinese TESOL graduate student's journey from harshly repudiating China English to vindicating its use. Drawing from semistructured interviews conducted over approximately 3 years, the study illustrates how the participant's language attitudes were bound up with her emotional understandings of significant life experiences. It also explicates how the complex ramifications of a blunt provocation from one of her instructors and a sense of alienation arising from studying alongside U.S. native speakers ultimately led her to defend China English outside the classroom. The article concludes with practical recommendations for TESOL programs that seek to instill more tolerant dispositions toward linguistic differences while avoiding superficial inscriptions of Western discourses.

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Teachers' attitudes towards Korean English in South Korea

Cited by 112 publications

References 37 publications

Teaching English as an International/Lingua Franca or Mainstream Standard Language? Unheard Voices from the Classroom

Teaching English as an International/Lingua Franca or Mainstream Standard Language? Unheard Voices from the Classroom

English or Englishes? Outer and Expanding Circle Teachers’ Awareness of and Attitudes towards their Own Variants of English in ESL/EFL Teaching Contexts

“I Mean I'm Kind of Discriminating My Own People:” A Chinese TESOL Graduate Student's Shifting Perceptions of China English

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