{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/80057"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/80057","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"The Implementation of English Language Policy in Early Elementary School Classrooms in South Korea from the Perspective of Macroacquisition of English as a Foreign Language: An Ethnographic Case Study","abstract":"Ph.D.","abstract_html":"Ph.D.","abstract_has_math":false,"creators":["Yoon, Ji Young"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Brutt-Griffler, Janina","Learning and Instruction"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-07-30T15:12:10Z","date_published":"2019-07-30T15:12:10Z","updated_at":"2026-07-27T19:05:23Z","subjects":["foreign language education","English as a second language","education policy"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/80057","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brutt-Griffler, Janina","Learning and Instruction"]},{"key":"dc:creator","label":"Author","values":["Yoon, Ji Young"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2019-07-30T15:12:10Z","2019","2019-05-23 06:30:20"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["foreign language education","English as a second language","education policy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/80057"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Ph.D.","In 2001, the Korean government launched a new English language education policy called “the 7th national curriculum,” in an attempt to meet the growing public demand for improved communication skills in English. With this policy in mind, the aim of this dissertation is to examine the ways in which the mandatory English language curriculum is implemented and practiced in early elementary school contexts in Korea. The study pays special attention to the third grade, because this is when English language education begins as a compulsory subject under the national education policy. The study adopts an ethnographic case study in one public and one private elementary school in Korea to delve into the interplay between top-down and bottom-up approaches of language policy implementation and its effects in classroom practices through the lens of the macroacquisition model of World English (Brutt-Griffler, 2002). Drawing on a qualitative research approach, the study consists of three phases starting with policy document analysis. Then a total of 90 hours of classroom observations in 136 visits were conducted by visiting each school to examine the lived realities of policy implementation in classroom settings. Subsequently, interviews were conducted with a total of five teachers, six students, and six parents from the two schools to investigate the multilayered mechanism of the policy implementation. In addition, 31 third grade students from the public and 34 third grade students from the private elementary school participated in the survey with open-ended questions to supplement the field study."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Implementation of English Language Policy in Early Elementary School Classrooms in South Korea from the Perspective of Macroacquisition of English as a Foreign Language: An Ethnographic Case Study"]}]}],"canonical_facts":{"dc:contributor":["Brutt-Griffler, Janina","Learning and Instruction"],"dc:creator":["Yoon, Ji Young"],"dc:date":["2019-07-30T15:12:10Z","2019","2019-05-23 06:30:20"],"dc:description":["Ph.D.","In 2001, the Korean government launched a new English language education policy called “the 7th national curriculum,” in an attempt to meet the growing public demand for improved communication skills in English. With this policy in mind, the aim of this dissertation is to examine the ways in which the mandatory English language curriculum is implemented and practiced in early elementary school contexts in Korea. The study pays special attention to the third grade, because this is when English language education begins as a compulsory subject under the national education policy. The study adopts an ethnographic case study in one public and one private elementary school in Korea to delve into the interplay between top-down and bottom-up approaches of language policy implementation and its effects in classroom practices through the lens of the macroacquisition model of World English (Brutt-Griffler, 2002). Drawing on a qualitative research approach, the study consists of three phases starting with policy document analysis. Then a total of 90 hours of classroom observations in 136 visits were conducted by visiting each school to examine the lived realities of policy implementation in classroom settings. Subsequently, interviews were conducted with a total of five teachers, six students, and six parents from the two schools to investigate the multilayered mechanism of the policy implementation. In addition, 31 third grade students from the public and 34 third grade students from the private elementary school participated in the survey with open-ended questions to supplement the field study."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/80057"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["foreign language education","English as a second language","education policy"],"dc:title":["The Implementation of English Language Policy in Early Elementary School Classrooms in South Korea from the Perspective of Macroacquisition of English as a Foreign Language: An Ethnographic Case Study"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T19:05:23Z"}