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Korean Englishes in Transnational Contexts pp 201–220Cite as

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Korean English Teachers’ Conflicts and Struggles Over Local, Global, and ‘Legitimate’ Englishes in School

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Abstract

This chapter focuses on Korean English teachers’ conflicts and struggles over the legitimacy of their own English versus other varieties of English. It discusses in particular how the existence of English study abroad returnees in the classroom escalates this struggle, bringing to the surface teachers’ conflicts about being Korean English speakers, and how they contest and at the same time pass on the language ideologies prevalent in Korean society. Teachers’ discourse, as evident in the interview data, shows their conflicting attitudes toward returnees’ English. Teachers’ discourse also reveals their divergent attitudes toward returnees’ different varieties of English acquired from different regions, illuminating how they apply the same language ideology that they are contesting in their effort to secure their positions as Korean English teachers and speakers.

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Authors and Affiliations

  1. Murray State University, Murray, KY, USA

    Juyoung Song

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  1. Juyoung Song
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Editors and Affiliations

  1. Department of English, University of South Dakota, Vermillion, South Dakota, USA

    Christopher J. Jenks

  2. University of California, Irvine, Irvine, California, USA

    Jerry Won Lee

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Song, J. (2017). Korean English Teachers’ Conflicts and Struggles Over Local, Global, and ‘Legitimate’ Englishes in School. In: Jenks, C., Lee, J. (eds) Korean Englishes in Transnational Contexts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-59788-1_10

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  • DOI: https://doi.org/10.1007/978-3-319-59788-1_10

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-59787-4

  • Online ISBN: 978-3-319-59788-1

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