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

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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.
Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Issue Date
2019-09
Language
English
Article Type
Article
Citation

JOURNAL OF LANGUAGE IDENTITY AND EDUCATION, v.18, no.5, pp.297 - 310

ISSN
1534-8458
DOI
10.1080/15348458.2019.1635022
URI
http://hdl.handle.net/10203/275780
Appears in Collection
HSS-Journal Papers(저널논문)
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