Neoliberalism, Standard Language Ideology, and Native‐Speakerism in South Korean K‐12 English Education Policy: Evidence from Government Documents and an Elementary Textbook

Abstract Language ideologies shape English education policy in South Korea and influence learners' identities as language users. Prior research has primarily examined policy documents through the lens of neoliberalism, or textbooks with a focus on cultural representation, treating these as separate domains. In contrast, this study takes a multilayered perspective, tracing how neoliberalism, standard language ideology, and native‐speakerism interrelate across government policy, including national curricula and press releases from 2015 to 2023, and a 2025 third‐grade English textbook based on these policies. Our critical discourse analysis of curricula reveals that they move away from portraying English in terms of economic competitiveness but continue to present English communication competence as essential for global citizenship, reflecting a form of liberal multiculturalism that leaves underlying hierarchies unchallenged; this approach is also visible in the textbook's superficial presentation of varied ethnic groups. Standard language ideology and native‐speakerism were reinforced through the use of homogeneous non‐stigmatized American English in the textbook audio materials and the privileging of native‐speaking teachers in government press releases. This study highlights the need to move beyond symbolic inclusivity in English education policy by integrating diverse characters into central and authoritative roles in textbooks as well as acknowledging language variation.