Asserting Koreanness in South Korean middle school English textbooks

Abstract

Abstract In response to recent trends in recognizing English as the language of international communication, this study examines the extent to which English textbooks used in the South Korean education system incorporate properties of what it means to be a legitimate Korean speaker of English. By adopting a thematic approach to critical discourse analysis, the study explores seven government‐authorized middle school English textbook series widely used in Korea. Analyses center around the themes of ownership of English and identity formation, naming order convention, national independence, contentious territorial disputes, and repatriation. Findings reveal how asserting national identity and learning English are jointly framed and reflected in the textbooks. The study discusses how discourses are constructed to present opportunities for promoting learners’ cultivation of Koreanness pertaining to dominant ideologies and contemporary identity issues while enhancing their awareness in positioning themselves as competent members in the global community through the course of learning of English.

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