Reimagining raciolinguistic ideologies through an analysis of localized language-in-education policies in Turkey and Korea

ABSTRACT

As global migration and transnational mobility have increased steadily in the recent few decades, interests in equity-based theories and pedagogies have intensified to respond to racially and linguistically diverse student needs in today’s classrooms. Raciolinguistic ideology is a theoretical framework challenging monoglossic language ideologies and the ‘White gaze’ that privileges White speaking and listening subjects (Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. https://doi.org/10.17763/0017-8055.85.2.149). While raciolinguistic ideologies aim to critically examine the idealized monolingualism, the framework is typically adopted to analyze racial realities in Western or European educational contexts. In this study, we intend to (re)imagine raciolinguistic ideologies situated in non-Western educational contexts by examining language-in-education policies in Turkey and South Korea. Using raciolinguistic ideologies and Kaplan and Baldauf’s (Kaplan, R. B., & Baldauf, R. B., Jr. (2005). Language-in-education policy and planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 1013–1034). Lawrence Erlbaum) language-in-education planning framework as our analytical lenses, we interrogate raciolinguistic ideologies manifested through language-in-education policy and planning in Turkey and South Korea, where transnational mobility and diversity are drastically increasing to shape language education. The analyses suggest broadening the definition and viewpoint of race to understand space-specific and localized interpretations of raciolinguistic ideologies while dismantling new contemporary racism in non-Western educational contexts. Recommendations and implications for future critical examinations of racial regimes and educational policies are discussed.

KEYWORDS:

• Raciolinguistic ideology
• global education
• racial regime
• language education
• language planning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Hyunjin Jinna Kim

Hyunjin Jinna Kim is a Postdoctoral Associate at Stony Brook University, coordinating and designing inclusive curriculum and instruction for diverse students in higher education. Her research broadly focuses on issues related to minoritized linguistic, cultural, ethnic, and racial identities in education and ways to provide equitable and inclusive education.

Tuba Yilmaz

Tuba Yilmaz is an Assistant Professor in the Department of Education, Culture, and Society at the University of Utah. She has nine years of teaching experience at K-12 and tertiary-levels in Turkey and the USA. Her research studies focus on translanguaging, multilingual/multicultural education, refugee student education, and critical pedagogy.

Yong-Jik Lee

Yong Jik Lee received his Ph.D. in ESOL/Bilingual Education at the University of Florida and his MA in TESL (Teaching English as a Second Language) from Indiana State University. He is currently a research professor at Chonnam National University. His research and work focus on English language teaching with technology and incorporating AI in the ELT