Question #1

I strongly believe that there exists a so-called standard dialect of English as well as the need to incorporate it into language education, particularly when it comes to the teaching of language learners in the foreign language context. In foreign language contexts, such as Korea, where English has no official status, L2 learners have little to no exposure to authentic language input and production. Formal curriculum serves as virtually the only channel from which learners acquire the L2, while this is changing with the fast spread and ubiquity of digital technologies. I believe that providing one set model of English language, Standard American English in Korea, can be a good starting point towards having learners have a firm grasp about what English language is. With the standard, it might be easier for them to understand the features of a variety of derivatives. Another reason for upholding the standard language ideology and enforcing it into practice concerns practicality and fairness for the purpose of large-scale testing. Students are required to take college entrance exam at the conclusion of their K-12 education, and English, as one subject, plays a crucial role in determining what school the test-taker expects to apply to. (Writing ability is measured through indirect measures (e.g. multiple-choice questions, cloze tests). In other words, there is no section of the English test intended to elicit test-takers’ writing.) Bringing together various regional dialects in the test would not only confuse test-takers, but muddy the assessment criteria. As far as foreign language educational contexts are involved, I would suggest that the standard language ideology is necessary to be implemented.