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The construction of the tourist gaze in English textbooks in South Korea : exploring the tensions between internationalisation and nationalisation / Kimberly Vinall, Jaran Shin
// Language, Culture and Curriculum Volume 32, No 2/2019 2019p.173-190 This study investigates how larger ideological tensions related to internationalisation and nationalisation are manifested in local education systems, especially in English textbooks. We begin this exploration with a review of the School Curriculum of the Republic of Korea. Using three textbooks as cases; we examine how they reflect and manage the tensions presented in the Curriculum. We argue that these tensions are managed through the construction of a tourist gaze, which is both directed inwards, in the construction of Koreanness, and outwards, in the construction of a global citizen. Through the medium of English, learners are both tourists, viewing their own culture from the perspective of the ‘other,’ while they are being prepared to be ‘tour guides,’ learning how to explain this perspective to the ‘other’ in the other's language, English. When focused outwards, the tourist gaze constructs representations of foreign cultures because it is through learning English that Korean learners become global citizens and are able to connect to ‘others,’ to make friends, and to travel the world. We conclude with considerations of ways to go beyond the tourist gaze, as teachers and learners use the tensions in more constructive ways – namely, to develop critical cultural competence.
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The student experience of English-medium higher education in Hong Kong / Stephen Evans and Bruce Morrison
// Language and education 2011, Vol25, N.2 2011p. 147-162 Research conducted in the 1980s and 1990s pointed to a widening gap on Hong Kong university campuses between institutional language policy, which stipulated the use of English, and classroom practice, which often involved the use of Cantonese to explain and discuss English written materials. This article presents the findings of a multidimensional study which sought to uncover patterns of in-class and out-of-class language use at one officially English-medium institution between 2000 and 2010 and to identify the challenges that its mainly Cantonese-speaking undergraduates experience when listening to and speaking English for academic purposes. The findings were derived from two campus-wide questionnaire surveys and an interview-based longitudinal study of the student experience of English-medium higher education. The findings indicate that the gap between policy and practice has closed noticeably in the past decade in consequence of the increasing internationalisation of the student body and institutional initiatives to enforce the medium-of-instruction policy. While there is a closer, though not watertight, alignment between policy and practice in lectures and seminars, the evidence suggests that students have little need or desire to speak English outside the classroom, apart from situations in which international students or non-Cantonese- speaking students from mainland China are present
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