Exploring English Teacher Eligibility Policies of China and South Korea Through a Raciolinguistic Perspective

• In Event: Race, Language, and Resistance: Ideologies That Shape, (Re)Define, and Disrupt the Field of Teaching

Abstract

This study draws on theoretical constructs of raciolinguistics to explore how raciolinguistic ideologies shape the English teacher eligibility policies of China and South Korea. We employ the critical language policy approach to examine Chinese and Korean official government and main agency websites on foreign teacher eligibility to teach in China and South Korea. Our findings reveal China and South Korea position white teachers as legitimate native speakers of English while excluding other countries where English is spoken as a primary/official language by racialized populations. Raciolinguistic ideologies including white supremacy, anti-Blackness, and anti-Asianness ideologies have shaped the English teacher eligibility policies of China and South Korea. Scholarly significance and implications for the field of language policy and language educators are discussed.

Authors

• Koeun Park, University of Utah
  Presenting Author

• Nuo Xu, Bowling Green State University
  Presenting Author