Attitudes to World Englishes

Implications for teaching English in South Korea

Nonfiction, Reference & Language, Language Arts, Linguistics
Cover of the book Attitudes to World Englishes by Hyejeong Ahn, Taylor and Francis
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Author: Hyejeong Ahn ISBN: 9781315394282
Publisher: Taylor and Francis Publication: March 27, 2017
Imprint: Routledge Language: English
Author: Hyejeong Ahn
ISBN: 9781315394282
Publisher: Taylor and Francis
Publication: March 27, 2017
Imprint: Routledge
Language: English

This book critically examines South Korean English teachers’ awareness of and attitude towards eight varieties of English and how they respond to the proposal of a World Englishes approach in their teaching practice. It showcases the deeply rooted favouritism towards American English and illustrates how relevant challenges arising from this attitude can be addressed to meet the changing needs of future participants in international contexts. This book argues that disclosing and questioning the hidden discursive practices embedded in the English education policy in South Korea may be the first step in raising awareness of and in changing negative attitudes towards embracing diversified Englishes. The findings are systemically discussed in relation to the implications that researching awareness and attitude has for pedagogical considerations and for teacher training. This book aims to contribute to the field of WE, where studies relating to the South Korean context are largely limited.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book critically examines South Korean English teachers’ awareness of and attitude towards eight varieties of English and how they respond to the proposal of a World Englishes approach in their teaching practice. It showcases the deeply rooted favouritism towards American English and illustrates how relevant challenges arising from this attitude can be addressed to meet the changing needs of future participants in international contexts. This book argues that disclosing and questioning the hidden discursive practices embedded in the English education policy in South Korea may be the first step in raising awareness of and in changing negative attitudes towards embracing diversified Englishes. The findings are systemically discussed in relation to the implications that researching awareness and attitude has for pedagogical considerations and for teacher training. This book aims to contribute to the field of WE, where studies relating to the South Korean context are largely limited.

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