Korea's "Model Minority": A Case Study of an American-Korean Bilingual Student's Challenges Learning English in South Korea

Autor/in	Schenck, Andrew D.
Titel	Korea's "Model Minority": A Case Study of an American-Korean Bilingual Student's Challenges Learning English in South Korea
Quelle	3 (2013) 3, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-7252
Schlagwörter	Minority Groups; Pronunciation; Literacy; English (Second Language); Second Language Learning; Foreign Countries; Korean; Self Concept; Case Studies; Elementary School Students; Bilingualism; Metacognition; Teaching Methods; Korean Americans; Ethnicity; Stereotypes; Educational Change; Correlation; Second Language Instruction; Learning Strategies; Qualitative Research; Suprasegmentals; South Korea + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Aussprache; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Koreanisch; Selbstkonzept; Case study; Fallstudie; Case Study; Bilingualismus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnizität; Klischee; Bildungsreform; Korrelation; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Qualitative Forschung; Korea; Republik
Abstract	In contemporary South Korean society, there is a strong emphasis on cultural homogeneity and, simultaneously, the development of English proficiency as a human resource. Since language is inextricably linked to identity, bilingual learners from English speaking countries may feel pressure to conform to Korean cultural and linguistic norms, leading to negative identity practices that discourage the use of English. Like the "model minority" stereotype which has been assigned to Asian learners in the United States, the pervasive belief that learners from English speaking countries are highly proficient in English may have adverse effects on students who do not meet the conceptualized standard. To explore educational problems associated with the English-Korean bilingual learner, a case study was conducted on an American-Korean elementary school student. Results revealed that the learner avoided speaking English in public, learning English in formal contexts, and talking about American ethnic traditions, which has resulted in significant deficiencies in English pronunciation and literacy. The avoidance of explicit instruction appears to have precluded the development of cognitive and metacognitive strategies useful in overcoming language deficiencies in an English as a Foreign Language (EFL) context. Recommendations for educational reform have been suggested. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01