The purpose of this paper is to analyze systematically the issues and approaches of existing research on language and ideology. In order to accomplish this purpose, this paper first defines ideology as ‘the ideas, beliefs, and values and the material process of (re)producing them that contribute to promoting and legitimizing the sectoral interests of certain social group or power’, noting that such ideology causes social problems when it serves primarily the sectoral interests of a mainstream group or ruling power, often working in a false and deceptive form through distortion and dissimulation of objective reality. Then, this paper raises the necessity to divide the research into two types: the research on ideology ‘about’ language and the research on ideology ‘through’ language. Finally, based on the theoretical discussion above, this paper explores the sociolinguistic research tasks and prospects of research on language and ideology by analyzing the representative research cases and approaches related to Korean language and its usage. This paper particularly focuses on monolingualism and standard language ideology in the case and approach of the research on ideology ‘about’ language, and sexism and gender ideology in the case and approach of the research on ideology ‘through’ language.

Lee, Kathy. 2018. An Analysis of English Teachers' Metalinguistic Discourse. The Sociolinguistic Journal of Korea 26(2), 195~223. In this paper, I examine an effort by the South Korean Ministry of Education (MOE) called the “Teaching English in English” (TEE) policy, which is still in practice today. In 2001, the MOE enacted TEE to improve the proficiency of Koreans through English instruction, with the implicit acknowledgement that 40 years of traditional teaching methods had not produced competent English users. To understand this policy's implications for teachers, I draw on ethnographic observations and interviews at a government-sponsored center, where Korean teachers of English participated in an intensive English course. Approaching this policy from a language ideological framework, I pay attention to their metalinguistic discourse about English. Analysis of the findings reveals that teachers challenged but also reproduced dominant language ideologies that prevented viewing themselves as legitimate English teachers. Based on these teachers' language ideologies, it is not helpful to view problems in English education as due to teachers' lack of English skills or confidence. The findings illustrate the importance of understanding the social and language practices of the local community when designing a well-informed language policy that can effectively transform language education and challenge ideologies that view Koreans as poor English speakers or English as a language of the Other.