English-Medium Instruction and Intercultural Sensitivity: A Korean Case Study

Autor/inn/en	Kim, Jeongyeon; Choi, Jinsook; Tatar, Bradley
Titel	English-Medium Instruction and Intercultural Sensitivity: A Korean Case Study
Quelle	In: Journal of Studies in International Education, 21 (2017) 5, S.467-482 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315317720767
Schlagwörter	Foreign Countries; Language of Instruction; English (Second Language); Official Languages; College Students; Cultural Awareness; Foreign Students; Language Planning; Mixed Methods Research; Questionnaires; Interviews; Case Studies; Student Attitudes; Global Approach; Culturally Relevant Education; Inclusion; Student Diversity; Likert Scales; Content Analysis; Scores; South Korea + Suchen Sie Ihr Suchwort? Ausland; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Office language; Amtssprache; Collegestudent; Cultural identity; Kulturelle Identität; Sprachwechsel; Fragebogen; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Schülerverhalten; Globales Denken; Inklusion; Likert-Skala; Inhaltsanalyse; Korea; Republik
Abstract	This case study examined the reactions of local students to the diversity in student population. Specifically, it investigated how the local students' intercultural sensitivity to the international students is interrelated with their perception of the English-medium instruction (EMI) policy. The quantitative and qualitative analyses of the questionnaire responses of 213 college students and the subsequent interviews with 15 students revealed a lack of intercultural sensitivity which was correlated with their perception of EMI. The findings indicated that the local students' different perceptions of the policy interplayed, directly and indirectly, with their sensitivity to the cultures of international students. The implications of these findings are discussed in terms of cultivating intercultural sensitivity in an English as a lingua franca context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01