Two tales of study abroad: The role of class

This chapter explores how social class plays a role in Korean college students’ ideology about English learning in relation to a short-term study abroad program in the US. Class has garnered growing scholarly attention as a factor that shapes access to and the nature of a sojourning experience. This study examined how class, defined as global mobility and access to cultural and social capital, influenced the motivation for and beliefs about English learning, as illustrated in two participants, Larry and Fiona, who showed a contrast in international mobility. As part of a cohort of 10 teacher candidates from the same sending university, they participated in a four-week program that focused primarily on promoting students’ English skills for classroom instruction purposes and cultivating their awareness of multiculturalism. Thematic analysis of student reflections and interviews during the program suggests disjunctures between the two participants in their prior international experience, their motivation for English learning, and their beliefs about an ideal English speaker they aspired to become. Implications for future research, study abroad program development, and the internationalization of TESOL programs are discussed.