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Secondary teachers’ perception on english education policies in Korea

Title
Secondary teachers’ perception on english education policies in Korea
Authors
Jeon J.Lee H.
Ewha Authors
전지현
SCOPUS Author ID
전지현scopus
Issue Date
2017
Journal Title
Journal of Asia TEFL
ISSN
1738-3102JCR Link
Citation
Journal of Asia TEFL vol. 14, no. 1, pp. 47 - 63
Keywords
EFLEnglish education policySecondary
Publisher
Asian Association of Teachers of English as a Foreign Language
Indexed
SCOPUS; KCI scopus
Document Type
Article
Abstract
Due to the expected value of English proficiency for living in a global society, acquiring English proficiency has become a major concern for many people in Korea. This attention is because people in Korea believe English is providing them with premium opportunities to better their lives such as being admitted to prestigious schools or getting high-paying jobs. The differential investment in learning English thus has yielded a new form of social inequality, dividing people between the English rich and the English poor. Perceiving the potential negative effects of the English divide and the importance of equipping Koreans’ English proficiency, the Korean government has put effort and strategic investment into improving public English education in Korea. Studies on policies have often been presented in a multilingual context where the concept of language policies, language education policies, foreign language policies, and English language education policies are somewhat blurred. Looking at the English education policies in a monolingual society like Korea exclusively can present a focused view on the effectiveness of English education policies. This study presents the key policies put into practice to improve the quality of English education in Korea and highlights secondary teachers’ responses to those policies in attaining the policy goals. A total of 1039 secondary teachers working in Daegu participated in the survey administered twice: 557 in 2010 and 482 in 2016. The perceptual changes are discussed with the participants’ comments included in the results. The study will provoke discussion and intuition for managing English education policies in similar contexts. © 2017 AsiaTEFL.org. All rights reserved.
DOI
10.18823/asiatefl.2017.14.1.4.47
Appears in Collections:
신산업융합대학 > 국제사무학과 > Journal papers
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