This book critically examines South Korean English teachers'
awareness of and attitude towards eight varieties of English and
how they respond to the proposal of a World Englishes approach in
their teaching practice. It showcases the deeply rooted favouritism
towards American English and illustrates how relevant challenges
arising from this attitude can be addressed to meet the changing
needs of future participants in international contexts. This book
argues that disclosing and questioning the hidden discursive
practices embedded in the English education policy in South Korea
may be the first step in raising awareness of and in changing
negative attitudes towards embracing diversified Englishes. The
findings are systemically discussed in relation to the implications
that researching awareness and attitude has for pedagogical
considerations and for teacher training. This book aims to
contribute to the field of WE, where studies relating to the South
Korean context are largely limited.
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