Language Policy in a Korean-English Two-Way Immersion Setting  

Oleh:

Lee, Soyoung

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Culture and Curriculum (Full Text) vol. 20 no. 2 (2007), page 109-125.
Topik: Korean-English two-way immersion; language policy; teacher value systems; policy implementation; kindergarten language learners
Fulltext: 20.2.109-125.pdf (171.36KB)

Isi artikel

The purpose of this paper is to examine a language policy in a two-way immersion programme and to explicate the dimensions as well as dynamics involved in the teacher’s interpretation and implementation of the policy. The Korean-English twoway immersion kindergarten classroom where this research was conducted, adopted a 70 : 30 language distribution policy: Korean was used as the language of instruction during 70% of class time and English was employed as the language of instruction during the remaining 30% of time. However, despite the teacher’s strict implementation of the policy, both the ethnically Korean children and ethnically non-Korean children chose to maintain most of their communication in English, reluctant to use Korean in both official and unofficial school settings. Within this setting, I ask questions related to the principles that affected the implementation of the policy by the teacher, specifically, the process by which certain interests became prioritised and the other became marginalised. I provide description of the teacher’s value systems and experiences that affected this process.

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