Expectation and Reality: Korean Sojourner Families in the UK

Autor/in	Moon, Seonghye
Titel	Expectation and Reality: Korean Sojourner Families in the UK
Quelle	In: Language and Education, 25 (2011) 2, S.163-176 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Observation; Focus Groups; Foreign Countries; English (Second Language); Second Language Learning; Ethnography; Case Studies; Parent Attitudes; Language Role; Asians; Korean; Native Speakers; Immigration; Educational Attitudes; Interviews; Cultural Differences; Learning Strategies; Student Behavior; Classroom Environment; Educational Policy; Second Language Instruction; Confucianism; Language of Instruction; Tuition; South Korea; United Kingdom (England) + Suchen Sie Ihr Suchwort? Beobachtung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ethnografie; Case study; Fallstudie; Case Study; Elternverhalten; Asian; Asiat; Asiatin; Asiaten; Asiate; Koreanisch; Muttersprachler; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Interviewing; Interviewtechnik; Kultureller Unterschied; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Politics of education; Bildungspolitik; Fremdsprachenunterricht; Konfuzianismus; Teaching language; Unterrichtssprache; Unterweisung; Unterricht; Korea; Republik
Abstract	Increasing numbers of Korean sojourner families are moving to an English-speaking country on a short-term basis in the hope of improving educational and linguistic outcomes for their children. This study reports the findings of an ethnographic case study of 10 families in southern England. The motivation for the move to the UK is explored, paying particular attention to the influence of parents' dissatisfaction with the education system in Korea and the role of English as an international language. Interviews and focus group discussions with parents, children and their teachers as well as classroom observation are used to highlight the disjunction between the expectations and the actual experiences of Korean sojourners. Key areas of dissonance were found to include classroom behaviour and skills and strategies for learning. Such information is critical for both families--ideally before they make the move to the new country--and teachers in the receiving countries. There are also clear implications for policymakers in Korea. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10