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Le rapport centre-périphérie et les mobilités structurées : les jeunes Franco-Manitobains et Montréal
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Inequities in Black et Blanc: Textual Constructions of the French Immersion Student
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ENGLISH EDUCATION AND SOCIAL REPRODUCTION: AN ETHNOGRAPHY OF ADOLESCENTS IN A KOREAN PUBLIC SCHOOL
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Abstract:
This research examines the relationship between English and social reproduction through a group of Korean adolescents in a public school. I address how social reproduction occurs through English education by focusing on two social categories: Returnees from Early Study Abroad (ESA) and Underachievers in English. They embody differential access to English by social class. I draw upon both Bourdieu’s legitimate language (Bourdieu, 1977, 1991), and language ideology (Lippi-Green, 1997), and their application to sociolinguistic studies (Heller, 2007; Heller Martin-Jones, 2001). Based on a one and a half-year ethnography, I focus on students’ language learning practices and identity construction across four sites: English classrooms, the English Speech Festival, Afterschool Class, and a summer English camp. I analyzed the ways in which school reproduces the “English gap” by social class. First, a systematic curricular gap and academic streaming reinforced students’ differential achievement. Second, according to “native-like” ideology, Returnees enjoyed full-fledged membership in English-only events while Underachievers remained as bystanders. Third, school welfare programs specifically engineered to support Underachievers (i.e., Afterschool Class and psychiatric counselling) did not take their life patterns, peer networks and norms into account. Finally, teachers’ emphasis on grammatically correct English did not allow Underachievers a legitimate speaking position in a communication-oriented class. In accounting for some Underachievers’ low motivation, teachers assessed them as either Responsible or Irresponsible and referred the latter to psychiatric counselling. Despite their marginal status, Underachievers challenged Returnees in reference to the gendered peer culture, which portrayed Returnees’ native-like English as a feminine quality. Returnees were thus socialized to perform Korean-accented English to blend into their peer society. This dissertation challenges the assumption that input-oriented English education policy should address the widening English gap along social class. I argue that the Irresponsible Underachievers’ non-participation in English reflects their development of working-class consciousness, in which few think of getting middle-class jobs through education. Contrary to marginalization in classrooms, experiences in the low-skilled job market give Underachievers confidence to challenge school authority. In the long-term, however, the lack of English skills will prevent Underachievers from achieving middle-class employment in Korea, where English functions as a key gatekeeper. ; Ph.D.
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Keyword:
0636; English (Education); gender in adolescence; multilingualism; Social reproduction in school; South Korea
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URL: http://hdl.handle.net/1807/82938
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Consuming Global Language and Culture: South Korean Youth in English Study Abroad
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Mediating globalization: An ethnography of the “English problem” through North Koreans’ English learning with South Korean evangelicals
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Language Teaching as Foreign Policy: Japanese Language Teachers in Japan's International Cooperation Volunteer Program
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| 16 |
Gumperz and Social Justice: Gumperz and Social Justice
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In: Journal of Linguistic Anthropology. - 23, 3 (2013) , 192-198, ISSN: 1055-1360 (2014)
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| 17 |
Introduction: Sociolinguistics and tourism - mobilities, markets, multilingualism
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In: Journal of Sociolinguistics. - 18, 4 (2014) , 425-458, ISSN: 1360-6441 (2014)
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| 18 |
Linguistic commodification in tourism
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In: Journal of Sociolinguistics. - 18, 4 (2014) , 539-566, ISSN: 1360-6441 (2014)
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| 19 |
Making Sense of National Socialism: Linguistic Ideology and Linguistic Practices in Germany, 1933-1939
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