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Historical and Ideological Understanding of EFL Teacher Education and Critical Policy Discourse Analysis of IETTP in South Korea

Yoo, Heekyung (2018) Historical and Ideological Understanding of EFL Teacher Education and Critical Policy Discourse Analysis of IETTP in South Korea. EdD thesis, University of Sheffield.

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Abstract

By problematizing unwarranted assumptions in relation to native-like English proficiency, this thesis aims to reveal the unequal power relationship between the government and Korean teachers of English in public schools through a historical and ideological examination of EFL teacher education along with a critical textual analysis of the IETTP (Intensive English Teacher’s Training Program) drawing upon Critical Policy Discourse Analysis. The discussion on the history of EFL teacher education indicates that the IETTP is distinct from previous training programs in that it particularly aims to facilitate trainee teachers’ ability for TETE (Teaching-English-Through-English), and that it can only be a band-aid solution as long as the existing pre-service programs are evaluated as lacking in producing competent EFL teachers. Necessitation and self-deprecation, two Korean-specific language ideologies, have been adopted to explain Korea’s obsession with English education, and Korean teachers’ identities and roles as English teachers. Viewing the IETTP as a social event that represents the current status of in-service EFL teacher education, this thesis critically analyzes it by contextualizing and deconstructing relevant news articles, academic journals, and the texts and discourses in the General Plan of the IETTP. The analysis shows that the immediately preceding policy, TETE, acted as a catalyst for the IETTP while neoliberal influences disguised as the segyehwa (globalization) policy justify the new policies. By being promoted through the media and favorably evaluated by the academy, IETTP became naturalized in society. Through this process, Korean teachers of English have been described as passive and incapable beings who need constant improvement for better public English education. Under strong neoliberal influences, Korean teachers of English were downgraded to unsuccessful self-entrepreneurs or unskilled technicians. This thesis argues that more attention needs to be paid to the hidden power dynamics existing and affecting policy making and implementation so that we can face the emerging issues squarely.

Item Type: Thesis (EdD)
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Identification Number/EthosID: uk.bl.ethos.778773
Depositing User: Ms Heekyung Yoo
Date Deposited: 16 Jul 2019 13:24
Last Modified: 25 Sep 2019 20:08
URI: http://etheses.whiterose.ac.uk/id/eprint/24358

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