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Choi Tae Hee
Associate Professor (FHEA)
Southampton Education School
The University of Southampton
About me
Dr. Choi Tae-Hee is an Associate Professor in the Southampton Education School at the University of Southampton. She teaches BSc and MSc programmes and supervises doctoral students. Those who share research interests are welcome to enquire further at T.H.Choi@soton.ac.uk
Dr. Choi is currently advising the faculty within the university and the British Association of Applied Linguistics, on Equality, Diversity and Inclusion. She serves as an executive board member for EERA, Policy Studies and Politics of Education as well as an editorial board member for the Journal of Education Policy and the book series Multilingual Education, Springer.
Dr. Choi's research focuses on the process of educational change, particularly examining how change is initiated through policy reforms or societal changes such as the introduction of IA into education. Her work aims to contribute to the global goal of providing equitable, high-quality education for all, addressing the challenges faced by diverse communities worldwide.
In her pursuit of these goals, Dr. Choi actively engages in a variety of knowledge exchange activities.
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advisory on policymaking and teacher education (e.g., Asian Productivity Organisation, British Council) or research capacity building (National University of Battambang, Cambodia);
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writing for newspapers and professional journals;
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producing videos, websites and executive reports for schools and governments;
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writing 30+ English language teaching and learning resources (e.g., Pearson & Longman);
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public seminars involving government officials, schools, third sectors (e.g., educational businesses, charities); and co-creation of an archive of Hong Kong's educational policy for the past 100 years for the public's use.
Research interest
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Education Policy and Reform
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Teacher Educaton and Change
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Comparative Education
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English for Speakers of Other Languages
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Educational Equity
Selected journal articles (SSCI/ESCI)
Choi, T. H., & Wong, Y. L. (2024). Does public consultation affect policy formulation? Negotiation strategies between the administration and citizens. Journal of Education Policy, 39(3), 455-479. DOI: 10.1080/02680939.2023.2269373 Choi, T.-H. & Wong, Y.-L. (2023). Does public consultation affect policy formulation? Negotiation strategies between the administration and citizens. Journal of Education Policy, 1-25. https://doi.org/10.1080/02680939.2023.2269373 Choi, T.-H. (2022). Path-dependency and path-shaping in translation of borrowed policy: outsourcing of teaching in public schools in Hong Kong and South Korea. International Journal of Comparative Education and Development, 24(3/4), 144–159. Poudel, P. P., Jackson, L., & Choi, T.-H. (2022). Decolonisation of curriculum: the case of language education policy in Nepal. London Review of Education, 20(1), 1-15 doi:10.14324/LRE.20.1.13. Choi, T.-H. (2021). English fever: educational policies in globalised Korea, 1981–2018. History of Education, doi: 10.1080/0046760X.2020.1858192, 1, 1-17 Choi, T.-H. & Chiu, M.M. (2021). Toward Equitable Education in the Context of a Pandemic: Supporting linguistic minority students during remote learning. International Journal of Comparative Education and Development, 23 (1), 14-22 Bates, A., Choi, T.-H., & Kim, Y. (2021). Outsourcing education services in South Korea, England and Hong Kong: A discursive institutionalist analysis. Compare: A Journal of Comparative Education, 51 (2), 259-277 Poudel, P. P., & Choi, T.-H. (2022). Discourses shaping the language-in-education policy and foreign language education in Nepal: An intersectional perspective. Current Issues in Language Planning, 23(5), 488-506. Chan H., & Choi, T.-H. (2020). Language-in-education policy formation through a consultation-based system: The case of multilingual curricula in Cambodian universities. The Journal of Asia TEFL, 17 (2), 463-478 Poudel, P. & Choi, T.-H. (2020). Policymakers’ Agency and the Structure: The Case of Medium of Instruction Policy in Multilingual Nepal. Current Issues in Language Planning, 22(1-2), 79-98 Choi, T.-H., & Walker, A. D. (2018). A heuristic model for tailoring teacher development to educational reforms: Focusing on ambiguity and conflict generation. Teaching and Teacher Education, 74, 72-84. Choi, T. H. (2017). Hidden transcripts of teacher resistance: A case from South Korea. Journal of Education Policy, 32(4), 480-502. Choi, T.-H., & Leung, C. (2017). Uses of first and foreign languages as learning resources in a foreign language classroom. The Journal of Asia TEFL, 14(4), 686-704. Choi, T.-H. (2017). Teacher change from a short-term certification programme and its comparison with that of a comparable long-term programme: Cases from South Korea and the USA. International Journal of Comparative Education and Development, 19(4), 207-218. Choi, T.-H. (2015). The impact of the “Teaching English through English” policy on teachers and teaching in South Korea. Current Issues in Language Planning, 16(3), 201-220. Choi, T.-H., & Andon, N. (2014). Can a teacher certification scheme change ELT classroom practice? ELT Journal, 68(1), 12-21.
Publications
Selected book chapters
Choi, T. H., Clayton, T., Hum, C., Phommalangsy, P., & Oanh, T. T. H. (2024). English language education and educational language policy in Cambodia, Laos, and Vietnam. In Andrew J. Moody (ed.) The Oxford Handbook of Southeast Asian Englishes. Choi, T.-H. & Poudel, P. (2023) (Re)thinking Initial Teacher Education Curriculum: Towards Equitable, Crisis-ready TESOL. In, Khan, Rubin, Bashir, Ahmed, Lal Basu, Bijoy and Elias Uddin, Md. (eds.) Local Research and Glocal Perspectives in English Language Teaching: Teaching in Changing Times. 1st ed. Springer. Choi, T.-H. (2021). Learning of Student-Teachers in Initial Teacher Education Programs in Korea. In M. A. Peters (Eds.), Encyclopedia of Teacher Education (pp. 975-979). Springer. doi:10.1007/978-981-13-1179-6_452-1. Choi, T.-H. & Adamson, B. (2021). Towards effective transition to adopting English as the medium of instruction: A case from Hong Kong. In Cheung, H. & Su, L. I-W., The practice of EMI in Chinese communities (pp. 161-176). Routledge. Choi, T.-H. & Kan, V. (2021). Language Ecology in Hong Kong and Macau: History, Context and Language Policy. In B. Adamson & A. Feng (Eds.), Multilingual China (pp. 59-71). Routledge. Tsatsaroni, A., Koutsiouri, S., Vogopoulou, A. & Choi T.-H. (2021). New forms of privatisation in Greek public education: A case study. In T. Thanos, and C. Zagkos (Eds.), Society, Politics and Education (pp. 47-62). Pedio Publishers Choi, T.-H., & Adamson, B. (2020). China’s Belt and Road Initiative: Opportunities and linguistic challenges for Hong Kong. In K. Strani (Ed.), Multilingualism and politics: Revisiting multilingual citizenship (pp. 261-284). Palgrave Macmillan. Choi, T.-H. (2019). Education in partnership with third parties: Lessons from Hong Kong. In APO (Ed.), Education reform for the future of work: The shift to a knowledge society (pp. 11-17). Asian Productivity Organization Choi, T.-H. (2019). Structure, agency, and the “Teaching English in English” policy: The case of South Korea. In G. P. Glasgow & J. Bouchard (Eds.), Agency in language policy and planning: Critical inquiries (pp. 214-236). Routledge. Choi, T.-H. (2018). English education in partnership with third parties: A case of equity in Hong Kong. In S. O. Kweon & B. Spolsky (Eds.), The Asian EFL classroom: Issues, challenges and future expectations (pp. 169-188). Abingdon, Routledge. Choi, T.-H. (2018). Implementation and impact of language-in-education policies: Insights from South Korea and Hong Kong. In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge international handbook for schools and schooling in Asia (pp. 518-524). Routledge. Choi, T.-H. (2017). Identity, transnationalism and bilingual education. In S. May, O, García & A. Lin (Eds.), Encyclopedia of language and education (pp. 175-189). Springer. Choi, T.-H. (2016). Glocalization of English language education: Comparison of three contexts in East Asia. In C. M. Lam & J. H. Park (Eds.), Sociological and philosophical perspectives on education in the Asia-Pacific region (pp. 147-164). Springer. Chung, J., & Choi, T.-H. (2016). English education policies in South Korea: Planned and enacted. In R. Kirkpatrick (Ed.), English education policies in Asia (pp. 281-299). Springer. Choi, T.-H. (2001). 중등영어교수법 개선에의 장애요인과 대안 [Barriers to pedagogic improvement in secondary school English education and some solutions]. Park, K.-J. (Eds.), 영어교육입문 개정판 [Introduction to English education] (2nd ed.) (pp. 352-370). Pakyongsa Choi, T.-H. (1998). 우리 나라 교수법의 현황 [Current English teaching methodology in Korea]. In K. J. Park (ed.), 영어교육입문 [Introduction to English education]. Pakyongsa.
On-going projects
Archived projects
How Educational Policy Supports Low SES Students' Academic Achievement: Students' Experiences
