Ideological tensions between the English language teaching system and cosmopolitan aspirations in the South Korean context: reflections from a group of bilingual Koreans

Increasing cross-border interconnectedness continuously shapes perceptions and ideologies of the English language. This qualitative research explores the complex tensions between local ideologies and globalisation influences on English teaching practices in South Korea from the perspective of bilingual English-speaking Koreans. Findings highlight that English serves as crucial cultural capital, influencing social mobility, but the prevailing prestige ideology often leads to an instrumental approach to learning that may hinder effective communicative competence. There is a noticeable tension between the narrow focus on English for competitive advantage and the broader global perspectives of younger Koreans. Although the current English Language Teaching (ELT) system emphasises local competitiveness, students' increasing exposure to transnational influences necessitates a shift in teaching strategies. To better reflect the realities of a multicultural society, this study suggests adapting ELT practices to focus more on identity negotiation and less on rigid linguistic structures, considering the diverse experiences within contemporary Korean society.