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Expectation and reality: Korean sojourner famines in the UK / Seonghye Moon
// Language and education 2011, Vol25, N.2 2011p. 163-176 Increasing numbers of Korean sojourner families are moving to an English-speaking country on a short-term basis in the hope of improving educational and linguistic outcomes for their children. This study reports the findings of an ethnographic case study of 10 families in southern England. The motivation for the move to the UK is explored, paying particular attention to the influence of parents’ dissatisfaction with the education system in Korea and the role of English as an international language. Interviews and focus group discussions with parents, children and their teachers as well as classroom observation are used to highlight the disjunction between the expectations and the actual experiences of Korean sojourners. Key areas of dissonance were found to include classroom behaviour and skills and strategies for learning. Such information is critical for both families - ideally before they make the move to the new country - and teachers in the receiving countries. There are also clear implications for policymakers in Korea
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Has English been increasingly tested as an international language? Evidence from 1956–2016 / I-Chung Ke
// Language, Culture and Curriculum Volume 32, No 2/2019 2019p.191-206 A previous study (Ke, I. 2012. From EFL to English as an international and scientific language: analysing Taiwan’s high-school English textbooks in the period 1952–2009. Language, Culture and Curriculum, 25(2), 173–187) on the trend of English textbooks in Taiwanese high schools showed that the proportion of the lessons embedded in Anglo-American cultures decreases in the 1990s along with the globalisation trend while the proportions of local and intercultural lessons increase after the 2000s. The general trend corresponds to the changing role of English becoming an international language. To further confirm the trend, the current study examines whether the cultural trend observed in high school English textbooks can also be found in the college entrance exams in Taiwan. The total number of exams examined is 85, dating from 1956 to 2016. The results show that the cultural contexts did shift in the similar vein as found in the textbook study. The proportions of Anglo-American cultures gradually decreased from the 1990s while those of international cultures appeared more often after the 2000s. Questions based on the local culture started to appear from the late 1980s, but the percentages fluctuate and decrease recently. The overall findings suggest that English has been gradually tested as an international language, but not as a local language in the local college entrance exam.
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