Ian Walkinshaw

Griffith University, School of Humanities, Languages and Social Science, Faculty Member

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Ian Walkinshaw is a senior lecturer in applied linguistics in the School of Humanities, Languages and Social Science at Griffith University. Ian’s research interests include intercultural pragmatics, (im)politeness, English as a lingua franca, English as a medium of instruction, Teaching English to Speakers of Other Languages (TESOL), and academic language and learning. His work has been published in Teaching and Teacher Education, Studies in Higher Education, the Journal of English as a Lingua Franca, TESL-EJ, IELTS Research Reports, English Australia Journal, and RELC Journal, among others. He is the author of Learning Politeness: Disagreement in a Second Language (Peter Lang, 2009), and recently co-edited the book English Medium Instruction in Higher Education in Asia-Pacific (Springer, 2017).

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Dr. Minoo Alemi

Islamic Azad University, West Tehran Branch

Jun Chen Hsieh

Asia University (Taiwan)

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University of Melbourne

Nguyen Minh Trang

BDU

Kantapat Trinant

SURANAREE UNIVERSITY OF TECHNOLOGY

Universitas Muhammadiyah Surakarta

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Incorporating World Englishes into Middle and High Schools in Korea: Teachers' Awareness and Attitudes

by Seon Young Shin and Ian Walkinshaw

RELC Journal, 2023

The worldwide utility and status of English have given it enormous cachet in Korea. English educa... more The worldwide utility and status of English have given it enormous cachet in Korea. English education has been heavily emphasized in Korean middle and high schools as a means to foster a globallyoriented, linguistic diversity-aware citizenry. Yet the predominant model for language learners in Korea remains an idealized speaker of British or American Englishthe so-called 'native speaker' model. A World Englishes (WE)-informed model of English language teaching would be more in line with the Ministry of Education's stated vision, but uptake of this paradigm has been slow in Korean schools. We therefore investigate the perceptions and attitudes of Korean middle and high school English language teachers about the place of WE in Korea's English education system. Specifically: (a) What are Korean English teachers' perceptions towards WE?; and (b) What challenges and barriers do they perceive in integrating WE into Korea's English education system? Survey data from 106 Korean middle and high school English teachers, supported by a subset of eight interviews, show that the sample view English as a global mode of communication among all its users, though they often view the 'native' varieties of English as more prestigious than those from other countries. They acknowledge the desirability of incorporating a WE-informed paradigm into Korea's English education system, but the varieties which they advocate are all from Anglophone countries. They also identify numerous challenges to implementing WE in Korea's classrooms. One is the need for teachers to prepare their students for high-stakes examinations which are uniformly constructed around British and American English. Another is the perceived community pressure to emphasize American English in their teaching. Finally, the absence of any WE-informed teacher education resources limit their knowledge about WE and how to teach it to students.

Ian Walkinshaw

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