Korean language teachers’ vulnerability over English competency in Korean-only classrooms

Abstract The recent trend of the internationalization higher education has increased significance English as a medium instruction and communication on campus in non-English speaking countries. Within this context, study explores emotional vulnerability teachers Korean second language (KSL) over their foreign competency, particularly English. Analysis interviews twelve KSL demonstrates these teachers’ divergent ways interpreting implementing Korean-only instruction, prevalent norm within program, according to perceived competency relevant vulnerability. with proficiency other language(s) tended challenge monolingual by utilizing bilingual skills experiences resources for teaching. Monolingual interpreted narrowly supported immersion approach way secure teacher authority. Regardless attitudes towards however, most experienced various levels anxiety concerning lack adequate classroom. results suggest how struggle maintain legitimacy authority against hegemony contexts, providing implications education.