Decoding “Good Language Teacher” (GLT) Identity of Native-English Speakers in South Korea

This study investigates the concept of teacher identity of native-English speakers in South Korea by examining public texts, mainly English immersion camp advertisements and teacher recruitment materials. To this end, a social semiotic multimodal analysis was employed to scrutinize how these public narratives and visual images, populated with non-neutral discourses, construct a certain image of teacher identity and, as a result, perpetuate...