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Experiences of non-North American teachers of English in American English-dominant Korean ELT

How the context of English teaching affects teachers' lives and work

Published online by Cambridge University Press:  20 October 2021

Hohsung Choe Open the ORCID record for Hohsung Choe [Opens in a new window]  and
Seongyong Lee Open the ORCID record for Seongyong Lee [Opens in a new window]
Hohsung Choe
Affiliation:
Hankuk University of Foreign Studies, TESOL & English Linguistics, South Korea
Seongyong Lee*
Affiliation:
Hannam University, English Education, South Korea
*
Email: seongyong@hnu.kr
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Extract

The dominance of North American (U.S. and Canadian) English is widely prevalent in Korean English language teaching (ELT). Students show more positive attitudes towards American English than any other English variety (Jung, 2005; Yook & Lindemann, 2013), and teachers impart and reinforce American English norms (Ahn, 2017; Ahn, 2011). Administrators and employers consider American English as the sole model for Korean ELT (Ahn, 2013; Harrison, 2010; Jenks, 2017; Song, 2013). Koreans’ preference for American English dates back to the 1950s, when the first national ELT curriculum explicitly favored American English over British English (Lee, 2015). Since then the status of American English as the standard among all varieties of English has been strengthened due to Korea's strong political, military, and economic ties with the US (Harrison, 2010; Yim, 2007).

Type
Shorter Article
Information
English Today , Volume 39 , Issue 1 , March 2023 , pp. 53 - 60
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Copyright
Copyright © The Author(s), 2021. Published by Cambridge University Press

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