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Advanced search Journal of Multilingual and Multicultural Development Latest Articles Submit an article Journal homepage Full Article Figures & data References Citations Metrics Reprints & Permissions Read this article /doi/full/10.1080/01434632.2026.2751008?needAccess=true ABSTRACT While South Korean schools have diversified rapidly, the classroom remains institutionally configured as a monolingual Korean space in which English holds uniquely valorised status.
1 Introduction While migration has traditionally been viewed as a linear, one-way journey outward that ends with settlement in a specific country, in recent years the term includes diverse patterns of transnational movement that vary in duration, trajectory, and purpose. Within this changing landscape, return migration has emerged as a crucial phenomenon, with estimates suggesting it comprises 26–31% of all transnational mobility (Azose and Raftery 2019).
In the process of neoliberal globalization, the number of pre-college-aged educational migrants from English-as-a-foreign-language (EFL) countries, often referred to as an early study abroad (ESA) student, has dramatically increased over recent decades in many English-speaking countries. Much of previous research on these educational migrants has primarily focused on parents’ perspectives and involvement, and ignoring the engagement of and investment made by ESA students themselves.
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