Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Search Tips
What to do in Chicago
Personal Schedule
Sign In
Informed by Fairclough’s (1993, 1995, 2003) critical discourse analysis (CDA), this study examined the dominant language ideologies (re)presented in the national and regional governments’ bilingual education policy texts for heritage language learners and their families in South Korea. Specifically, this paper called for an investigation into the intersections between heritage language education and the ideologies of bilingualism, nationalism, and neoliberalism by exploring the discursive interaction of language ideologies prevalent in the government’s bilingual education policy texts for heritage language learners and their families. In so doing, we argued that language played a powerful role in the government’s attempt to shape new discourses on bilingualism that (re)produce neoliberalism, Korean nationalism, and assimilationist perspectives in S. Korea.