Language ideology of bilingual education policies for ethno-linguistic minorities in South Korea
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Kang, Mi Ok
Kang, Mi Ok, and Sohn, Bong-gi. “Language ideology of bilingual education policies for ethno-linguistic minorities in South Korea.” Journal of Educational Administration and Policy, 1(1) (December 2016): 67–80. DOI (defunct): https://doi.org/10.22553/keas/2016.1.1.67.
Drawing from the national and regional governments’ bilingual education policy documents for the languages of ethno-linguistic minorities, we investigated the intersections between bilingual education in the languages of ethno- linguistic minorities and language ideologies embedded in the selected policy documents. Applying a textual analysis of the data (Fairclough, 1995, 2003; Wodak & Meyer, 2009), we (a) explored the ways neoliberal language ideologies discursively (re)reproduced in the Korean national government’s bilingual education policy for teaching the languages of ethno-linguistic minority students and their families in the school, and (b) examined how a regional government interpreted the national ideological agenda. In doing so, we (c) analyzed the ways that the national and regional governments applied the language-as-resource framework to legitimize bilingual competency and bilingualism as a social norm in South Korea as well as a global norm in the globalized new economy where South Korea is situated.