Korean Language Teachers' Vulnerability over English Competency in Korean-Only Classrooms

Autor/in	Song, Juyoung
Titel	Korean Language Teachers' Vulnerability over English Competency in Korean-Only Classrooms
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 8 (2023), Artikel 16 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40862-023-00185-6
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Proficiency; Korean; Language of Instruction; Bilingualism; Language Skills; Teaching Methods; Teacher Attitudes; Anxiety; Monolingualism; Teacher Education Programs; Higher Education; College Second Language Programs; South Korea + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language skill; Language skills; Sprachkompetenz; Koreanisch; Teaching language; Unterrichtssprache; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Angst; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korea; Republik
Abstract	The recent trend of the internationalization of higher education has increased the significance of English as a medium of instruction and communication on campus in non-English speaking countries. Within this context, this study explores emotional vulnerability of teachers of Korean as a second language (KSL) over their foreign language competency, particularly English. Analysis of interviews of twelve KSL teachers demonstrates these teachers' divergent ways of interpreting and implementing Korean-only instruction, a prevalent norm within the language program, according to their perceived foreign language competency and relevant emotional vulnerability. KSL teachers with proficiency in other foreign language(s) tended to challenge the monolingual norm by utilizing their bilingual skills and experiences as resources for their teaching. Monolingual KSL teachers interpreted Korean-only narrowly and supported a monolingual immersion approach as a way to secure their teacher authority. Regardless of their attitudes towards the Korean-only instruction, however, most teachers experienced various levels of anxiety concerning their perceived lack of adequate English proficiency in the KSL classroom. The results suggest how second language teachers struggle to maintain legitimacy and authority against the hegemony of English in non-English second language contexts, providing implications for the language teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01