English immersion and educational inequality in South Korea
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Mihyon Jeon [1]
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[1] York University (Canadá)
York University (Canadá)
Canadá
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- Localización: Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 33, Nº. 4, 2012 (Ejemplar dedicado a: THE POWER OF ENGLISH AND THE POWER OF ASIA: ENGLISH AS LINGUA FRANCA AND IN BILINGUAL AND MULTILINGUAL EDUCATION), págs. 395-408
- Idioma: inglés
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Resumen
This article explores what immersion English education means in South Korea (henceforth Korea) and examines various related educational practices. The proposal for English immersion from the Presidential Transition Committee of the Lee administration in early 2008 has highlighted immersion education in Korea. Ironically, since the committee's withdrawal of the plan, Korea has seen a rise in ‘English immersion’ education in different programme formats. This article proposes a modified typology for immersion education in English as a foreign language context. It surveys various English immersion programmes offered both in private and public venues in Korea and analyses the widely differing practices in English immersion education based on the contextual and structural characteristics of these English immersion programmes. It also examines key research findings regarding immersion education in Korea. Finally, this article demonstrates how immersion education contributes to sustaining and strengthening an ‘English divide’ between children of wealthy parents and those from lower income families.
