The impact of the ‘Teaching English through English’ policy on teachers and teaching in South Korea

Abstract

In recent years, Asian countries including South Korea have been trying to redefine the role of English in response to globalisation. The impact of this on English language teaching and on Korean society more generally has been well documented; however, the impact of this change on individual teachers and their teaching calls for further attention. This article investigates the impact of an in-service teacher certification scheme which promotes English as the medium of instruction (MOI) for teaching English in the South Korean context, and examines the factors which shaped this impact. Drawing on interviews with stakeholders and insights from a larger case study of which these interviews form a part, this article provides important insights into the implementation and impact of language planning and policy (LPP). It examines the ways in which particular elements of the design of LPP, their implementation and the context interact to affect teachers and their adoption of English as the MOI. It also draws attention to unplanned impacts of LPP including significant shifts in teachers' identity. It concludes with wider implications for future LPP which aims to change the relative importance and roles of a foreign language.

Keywords:

• language planning and policy
• medium of instruction
• policy impact
• qualitative research
• South Korea

Acknowledgements

The author wishes to thank Dr. Nick Andon who read multiple drafts of this article. Thanks are also due Professor Bob Adamson for his suggestions on revising the manuscript.

Notes on contributor

Tae-Hee Choi obtained her PhD at King's College London, UK, and is an assistant professor at Hong Kong Institute of Education. She has participated in policy development and teacher education in South Korea. Based on her extensive English language teaching experience, she has also co-published a number of language learning and teaching resources. Her research interests include policy analysis, teacher education and development, and evaluation and assessment.

Notes

1. For a comprehensive report of the impact of the scheme drawing on all of the data, see Choi (2013).

2. The scheme promotes a particular way of pedagogy called communicative approach, discussion of which is beyond the scope of this paper. For detailed discussion of the impact of the scheme on this aspect, see Choi and Andon (2014).