Decoding "Good Language Teacher" (GLT) Identity of Native-English Speakers in South Korea

Autor/in	Ahn, So-Yeon
Titel	Decoding "Good Language Teacher" (GLT) Identity of Native-English Speakers in South Korea
Quelle	In: Journal of Language, Identity, and Education, 18 (2019) 5, S.297-310 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ahn, So-Yeon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1635022
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Professional Identity; Language Teachers; Native Speakers; Immersion Programs; Camps; Advertising; Social Attitudes; Discourse Analysis; Language Proficiency; Teacher Qualifications; Teaching Experience; Language Attitudes; Language Variation; Teacher Characteristics; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language teacher; Sprachunterricht; Muttersprachler; Immersionsprogramm; Werbung; Social attidude; Soziale Einstellung; Diskursanalyse; Language skill; Language skills; Sprachkompetenz; Lehrqualifikation; Sprachverhalten; Sprachenvielfalt; Korea; Republik
Abstract	This study investigates the concept of teacher identity of native-English speakers in South Korea by examining public texts, mainly English immersion camp advertisements and teacher recruitment materials. To this end, a social semiotic multimodal analysis was employed to scrutinize how these public narratives and visual images, populated with non-neutral discourses, construct a certain image of teacher identity and, as a result, perpetuate societal ideologies. The findings underscore how the discourses constructing good English teacher identity rely on a combination of multiple ideologies, but the overriding effect is often the same: nativeness, closely connected to nationality, acts as a token for language proficiency, making actual teaching qualifications and/or experience secondary. Overall, this study argues that English teacher identity across sites of language teaching and learning needs to be revisited insofar as such deeply entrenched language ideologies have inevitable impact on language education and the preparation of students as global citizens. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01