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The present study examines the language use of 1,333 students taking English medium instruction (EMI) courses in four elite universities in South Korea. It employs a quantitative method with qualitative comments. The study investigates three language practice issues in EMI courses, including: (i) the extent of use of English in EMI courses, (ii) students' use of English outside the university and (iii) students' language mixing practices. The results show that the reality of EMI classes encompasses the parallel use of both Korean and English. This study also finds that while Korean is the dominant language outside the academic context, there is increasing use of English by students in social settings. This study argues that acknowledging the mixed-use of languages in EMI classes is critical and suggests implementing a dual language education policy. Finally, it discusses the impact of EMI on the language behaviour of Korean students and challenges a long-held view of a wholly monolingual Korean society. [ABSTRACT FROM AUTHOR]

This study offers an overview of contemporary translingual English words derived from Korean and examines their unique characteristics. Previous research has highlighted that translingual words transcend borders (Kiaer, 2019), can emerge accidentally and swiftly propagate through online platforms, and exhibit various spelling variations (Ahn, 2021). By analyzing data from online databases like the Oxford English Dictionary (OED) and Google Trends, this study explores additional qualities present in translingual English words originating from Korean. The qualities of Korean translingual words reveal intricate and diverse developmental trajectories. They enjoy widespread usage in a global context even before gaining local traction. The popularity of these words has surged alongside the remarkable growth of the K-pop fandom and the influence of Asian English speakers who introduce variations in spelling and meaning. Ultimately, this study delves into the pragmatic borrowing of Korean words by English speakers worldwide, underscoring the significant impact of Korean on contemporary English language dynamics. [ABSTRACT FROM AUTHOR]

Research into how to support student teachers to work with diverse school students frequently uses a narrow, Anglocentric lens based on binary language speaker labels. This lens limits understandings of the complex factors impacting any individual's ability to teach inclusively. Given the increases in diversity in the tertiary sector, we therefore sought to explore four teacher educators' perceptions of two inclusive literacy activities they taught that drew on their students' rich knowledge in, and of, English to understand multilingual classrooms. An experiential checklist was employed to thematically analyse the psychological and sociocultural classroom experiences together with Bourdieu's habitus and field theories with key findings revealing key aspects in activity design both affirmed and challenged some participants' thinking. However, critical in disrupting deficit binaries that position us all as "others" was the need to understand how staff and students see themselves as English language speakers. [ABSTRACT FROM AUTHOR]

This study investigates what characteristics are considered important for a hypothetical multilingual person to be perceived as a "native" speaker of English. The data was collected from 521 participants from the United Kingdom, Singapore and South Korea, responding to a survey comprised of 30 questions with opportunities for qualitative comments. Several empirical statistical methods of analysis were employed to compare the data of three groups. The results indicated that expertise in the English language via education, self-perceived native speaker competence and a home language were the three most significant factors while ethnicity and nationality were the least important considerations for participants when perceiving multilingual speakers as "native" speakers of English. In this study, the stereotypically portrayed characteristics of "native speakers of English" as "innate," "fixed" and "monolingual" were not significant. These findings can contribute to discussions about "native speakerism" and what constitutes a "native" speaker, which has no sign of abating. [ABSTRACT FROM AUTHOR]

The English language freely borrows words from many languages; this is a process which has been well documented by several studies, particularly in the field of contact linguistics. However, an investigation into the massive influence that the widespread, popular, and global use of the Internet has had on the development of language calls for consistent and frequent empirical enquiry. The rapid growth in the number and diversity of Internet users from various cultural and linguistic backgrounds, and the increasing popularity and influence of Asian cultures and languages on the English language, is currently occurring at an unprecedented level. This study employs several data collection methods to demonstrate the arbitrary transnational journey of a few selected culinary terms that showcase the flexible adaptation and creation processes through which these new additions to the English language have passed. We do this by using two common culinary terms, both of which have been adapted to describe Asian dishes, as an example. [ABSTRACT FROM AUTHOR]

This article provides an extensive review of previous research on English‐medium instruction (EMI) in South Korean higher education. It then goes on to discuss the findings of a 2017 survey at four elite universities in South Korea, which were Seoul National University, Korea University, Yonsei University, and Korea Advanced Institute of Science and Technology (KAIST). While some of the results could be regarded as predictable, there were a number of findings which extended previous research. Despite the extensive complaint tradition about English in South Korea, many of the students in our sample rated their proficiency rather highly. Notwithstanding the extensive critiques of EMI in much of the previous literature, students typically displayed pragmatic and sometimes positive attitudes to dealing with EMI in their institutions. [ABSTRACT FROM AUTHOR]

This study investigates the perception of English ownership among multilingual students in Australian universities. Using qualitative interviews, it explores ownership through four aspects: expertise, inheritance, usage, and identification. The findings suggest that linguistic ownership is tied to language proficiency and self-identification as an expert. Despite students' confidence in English use, being labelled as 'non-native' speakers hinders their sense of ownership. The research highlights ongoing issues related to English ownership, the validity of its variations, and the pervasive influence of the 'native speaker' concept despite efforts to dismantle it. This is largely due to students' experiences with educators who are viewed as guardians of a more 'legitimate' English. The study recommends educators foster awareness of diverse English uses and avoid reinforcing native-speakerism ideologies. [ABSTRACT FROM AUTHOR]

This qualitative study explores the attitudes of Singaporean undergraduate students living abroad towards the colloquial variety of Singaporean English, also known as Singlish. The data, consisting of eight in-depth individual interviews, and the findings were analysed using a theoretical framework incorporating cognitive, affective and behavioural components of attitude. The findings demonstrate that Singaporeans have a 'love and hate' relationship with Singlish. While the distinctiveness of Singlish features allows Singaporeans to recognize and connect with fellow countrymen abroad, serving as a marker of identification and solidarity, it is also viewed as 'improper' and 'a cause of embarrassment'. Singlish is considered a means by which non-Singaporeans can assimilate into the Singaporean community, and yet, it was found that there was an exclusivity about Singlish in that it could only be mastered by Singaporeans. The findings are discussed in relation to the implications that future research can have on attitudes towards Singlish. [ABSTRACT FROM AUTHOR]

The English language is a global lingua franca that has itself been experiencing rapid change. This change can be attributed mainly to easy access to the internet worldwide and the popular use of social media. Frequent and common online communication amongst multilingual speakers mediated in English has naturally generated a diverse semiotic repertoire. As a result, new words are constantly and rapidly evolving on online platforms across language boundaries where there is little linguistic authority in place. The forms of many new words in English are becoming more hybridised and complex than ever before and the origins of these words are often difficult to trace because of their simultaneous and multitrajectory pathways. [ABSTRACT FROM AUTHOR]

The present study explores spelling variations of translingual words of Korean origin which are used in the English context across the globe. Four sets of English-language databases including the Oxford English Dictionary (OED), the CNN website, Google Search and Google Trends were employed to locate and examine examples of such words. Variations in the spelling of Korean-origin words listed in the OED and on the CNN website were examined and compared with examples from the official Romanization of the Korean language published by the National Institute of Korean Language (NIKL). The popularity and frequency of use of these words was investigated using Google Search and Google Trends. The findings suggest that there are several English spelling variations of Korean-origin words and that amongst such variations, the OED spelling variation is the most overwhelmingly popular version used by Google and by the CNN website. This finding is discussed in the context of spreading popularity of Korean pop culture. [ABSTRACT FROM AUTHOR]

With the change of linguistic, cultural and ethnic landscapes, multilingual, multicultural and multi-ethnic realities are increasing globally. In the case of the UK, the 2011 Census showed that the Asian or Asian British ethnic group category had one of the largest increases since 2001, with a third of the foreign-born population of the UK (2.4 million) now identifying as Asian British (Office for National Statistics, 2013). It is not surprising then, given the aforementioned demographic situation, to see many Asian-origin words in the English language. East Asian words are now entering into the English lexicon with unprecedented speed as a consequence of increased contact between East Asia and the English-speaking world. [ABSTRACT FROM AUTHOR]

This study investigates the South Korean perception of "native" speaker of English (NSE), namely won-eo-min and ne-i-ti-beu in Korean, with an examination of the use of such terms in the news and social media. To do this, the study examined news topics covered in the South Korean news media including newspapers and television news channels that mention or discuss these terms. Secondly, words used along with these two terms in social media forums such as Twitter or weblogs were examined. In order to realise this, two major data mining programs called the BIGKinds program (Korea Press Foundation, Big Kinds: News Big Data & Analysis, https://www.kinds.or.kr/; accessed 14 May 2018) and the Social Metrics program (Daumsoft, Social metricsTM, http://academy.some.co.kr/login.html; accessed 1 May 2018) were employed. This study shows that the concept of the "native" speaker in the forms of won-eo-min and ne-i-ti-beu is deeply manifested in the minds of South Koreans, especially when talking about the pronunciation of "native" speakers as the model of "correct" pronunciation of English. Such perceptions need to be critically revisited in an era where English is the most common medium of communication in the global community. [ABSTRACT FROM AUTHOR]

This study aims to analyse how English has been incorporated into contemporary Korean vocabulary, analysing vocabulary items from the 2014 New Words list published by the National Institute of Korean Language. It also surveys previous research on the Englishization of Korean vocabulary in order to devise a descriptive model of lexical borrowing from English in the contemporary Korean language. The examination of a wide range of data demonstrates that lexical borrowing into Korean is highly complex, involving at least four combinations of source languages: (i) English (only), (ii) traditional Korean and English, (iii) Sino‐Korean and English, and (iv) English, traditional Korean and Sino‐Korean. The findings suggest that 'borrowed' words undergo hybridized word formation processes in creative and innovative ways, which this paper attempts to describe using the model of lexical borrowing presented in this article. [ABSTRACT FROM AUTHOR]

In this study 204 Korean and foreign English teachers from two metropolitan regions of South Korea were investigated regarding their attitudes towards four selected Asian Englishes as used in Singapore, India, China and Japan. The data were collected via 204 questionnaires and 63 semi-structured individual interviews and analysed from a World Englishes perspective using both qualitative and quantitative methods. The results revealed teachers’ strong rejection and ignorance of the four selected Asian Englishes. Findings suggested that a lack of awareness of and exposure to Asian Englishes may have led to the development of prejudice and negativity in teachers’ attitudes causing them to ‘shut their ears’ to these Englishes. The discussion focuses on the implications for addressing the linguistic prejudices held amongst South Korean English teachers, with information on how Asian English varieties are stigmatised as ‘wrong English’. This study also addresses the importance of developing an awareness of Asian Englishes to help English speakers in South Korea to communicate effectively with the increasing number of speakers of Asian Englishes. [ABSTRACT FROM PUBLISHER]

The English language as a symbolic resource holds more notable cultural and social significance in South Korea than any other foreign language. In the current trend of globalisation, proficient English skills have been identified by the government as a critical resource for the country's survival, and developing these skills has been a major priority in all areas. A number of elite universities and sought-after conglomerates such as Samsung, LG and Hyundai have policies which noticeably favour and recruit students with high English proficiency levels (Lee, 2006: 67). In particular, scores achieved in the international proficiency tests such as the TOEIC (Test of English for International Communication) and TOEFL (Test of English as a Foreign Language), in preference to scores gained in other English tests, have become a major determining factor in gaining employment and promotion. According to the Samsung Economic Research Institute between 2004 and 2005, 102,340 Koreans sat for TOEFL. Koreans represented 18.5% of the total 554,942 people taking the test worldwide and they spend 700 billion Won (approximately US$700 million) a year on tests to evaluate their English proficiency. [ABSTRACT FROM PUBLISHER]

This study explores the attitudes of English teachers, both Korean and non-Korean, towards 'Korean English' (KoE) in South Korea. Data about these attitudes were collected via 204 questionnaires and 25 post-survey individual interviews, from two major regions, Busan Gyeongnam and Seoul Gyeonggi, and were analysed both qualitatively and quantitatively. The results indicate that the majority of participants displayed a positive attitude towards KoE, especially regarding to the 'cognitive' component of attitude, while they showed 'confused' and 'conflicting' attitudes in the behavioural element. The unique features of KoE, its intelligibility, demographic and widespread use of KoE were perceived by participants as the most influential factors shaping their cognitive attitudes towards the language. Language variation and an acceptance of a pluralistic model of English language norms played a critical role in developing positive attitudes towards KoE in both the cognitive and behavioural components of participants' attitudes. [ABSTRACT FROM AUTHOR]

This paper questions to what extent English education in South Korea has helped Koreans gain the practical skills essential for intercultural and international communication. It examines three significant English curriculum revisions, their executed practices and the roles of English proficiency tests in South Korea in light of the English as an International Language (EIL) paradigm. It reveals that English language education has mainly been developed from a monolithic Korean view that considers American English almost exclusively as the target language model. It also argues that, despite official government claims to the contrary, English does not play a critical role in promoting South Korea's global competitiveness. Instead, learning English has merely continued to serve as a means by which individuals access status, power and success in South Korea. Finally, drawing from the EIL paradigm, this paper discusses two future directions for facilitating English education in South Korea that focus on developing, as the author argues, the essential skills necessary for a true engagement with global communication. [ABSTRACT FROM AUTHOR]