English Education in South Korea (original) (raw)

English Education Policies in South Korea

Language Policy, 2016

In South Korea, the government has actively promoted English proficiency as an indispensable tool in ascertaining competitiveness of individuals and the country. This chapter examines English education in South Korea and its policies as contextualized in its socio-cultural backgrounds. The discussion draws on theoretical insights that view policies as an interactive process among policy documents, the context and the actors in it (Ball, Maguire & Braun, 2012; Menken & Garcia, 2010). First, the background is laid out by illustrating the symbolic and practical meaning of the English language in the Korean context. Following that, the chapter traces the changes in English language teaching (ELT) policies through a historical survey of curricular reforms and also presents the current agenda of ELT policies, within which the communicative approach is strongly recommended, as reflected in the 7 th National Educational Curriculum. In an attempt to investigate ELT practice in context, two case studies, one at the primary level and the other at the secondary level, are presented, particularly to determine the relationship between policy and practice. Both case studies demonstrate that while teachers make efforts to follow the policies, how they actually implement them depends on their unique contexts and individual beliefs. The chapter concludes with suggestions for future research and policy making.

The Transformation of Instruction: A Critical Analysis of Trends in English Education in Twenty-first Century Korea

This theoretical essay has been written to critically explore the manner in which English is used as a globalizing medium in South Korea’s education sector. Attention is afforded to the (a) adoption of English as a medium instruction at the tertiary level, (b) practice of hiring native English speakers from non-education related degree fields to perform as teachers, and (c) use of English as a curricular device at the primary level to reinforce Korea’s cultural heritage. The knowledge generated from this report may be used to extend critical discourse concerning the rise of English in East Asia, call attention to recruitment practices that further the deprofessionalization of the second language teaching field, and challenge the inward emphasis placed on learning Korean cultural traditions in the English language classroom.

Elt in Korea: English as a Compulsory Subject in Elementary School and Its Challenges

2019

As the impact of colonization, the teaching of English in Korea experiences some ups and downs. During Japan colonization, the teaching of English was discouraged, even there was an effort to annihilate English from Korea. After the liberation, the teaching of English was started again for a purpose of maintaining international relationship. To foster people’s capability of English, the Korean government has placed English as a compulsory subject in elementary school starting at Grade 3 to Grade 6 under the Seventh Curriculum Reform in 1997. Such policy leads to some pros and contras among English practitioners. This paper discusses three different opinions from three different writers whose recommendations of such issues are related to each other. First, it presents briefly the writers’ opinions about the policy of implementing English education in elementary schools in Korea. Second, it discusses the writers’ recommendations related to the unsolved issue. Eventually, the conclusio...

Impact of Politico-economic Situations on English Language Education in Korea

English Teaching, 2006

Choi, Yeon-Hee. (2006). Impact of politico-economic situations on English language education in Korea. English Teaching, 61(4), 3-26. This study explores the impact of politico-economic conditions of Korea on English language education in the 123-year-long history, following Cooper's (1989) framework of analyzing conditional factors influencing the decision making of language policies. The history of English education is classified into the six periods which are overlapped with Korea's political contexts and national curriculum reforms: the end of Joseon Dynasty (1883∼1910); the Japanese colonial time (1910∼1945); after liberation from Japan till 1955 including the U.S. military government (1945∼1955); from the First Republic to the military rule (Supreme Council for National Reconstruction) (1955∼ 1963); from the Third to the Fifth Republic (1963∼1992); and from the Citizens' Government till the Participatory Government (1992∼the present). The paper also discusses current reforms of the national English curriculum. Finally, it deals with major issues and challenges in English education and provides suggestions for the future.

Change of the National English Curricula in Korea and Considerations for the Next Curriculum

Journal of curriculum and teaching, 2023

This study investigates the national English curriculum, social and academic culture, roles and positions of (English) teachers and students, and their changes in Korean history. Based on this exploration, the author discusses considerations to advance the current Korean English curriculum and where the next curriculum is to be headed in the era of the fourth industrial revolution (4IR). Given that the 4IR welcomes people who have high qualities in complex problem-solving, critical thinking, creativity, management, collaboration, decision-making and negotiation, significant changes in teacher and student roles and teaching practice are needed. The Korean pedagogical background of teacher-led practice, text-or grammar-based learning, test-preparation lessons and pursuit of competition in English education should not be obstructions for these changes. Thus, the author suggests the application of AI programmes and problem-based learning for the realisation of more learner-centred, democratic, and constructive learning. This study will provide educators in East Asian countries as well as in Korea with several rationales to deliberate for their next curriculum design.

Teaching English Through English: An Analysis of a Sample of Japanese and South Korean Textbooks

The Language Teacher

In many parts of Asia, the national curriculum for English in schools recommends that teachers should use English as a medium of instruction. We analyzed samples of Ministry of Education-approved textbooks and teachers’ guides produced in Japan and South Korea in order to determine how the authors interpret this recommendation. There were clear indications that they had difficulty in complying with it. The selection, ordering and presentation of materials appeared to be predicated on the assumption that the teachers would use translation as a primary means of conveying meaning. However, the appearance of at least partial compliance was provided by the inclusion in teachers’ manuals of formulaic monologue sections in English which could be used to frame lessons and lesson segments. アジアの多くの地域では、英語の授業はできるだけ英語で行うことが学校教育課程で奨励されている。本論では日本、韓国の文科省により採択された教科書と教師用指導書を分析し、著者らがどのようにその状況を解釈しているかを調べた。著者らはその勧告の適応に困難を感じていることは明らかであり、そういった教材は教師による翻訳が主な意味伝達手段であることを前提としているようである。とはいえ、期待されている状況に応じるべく教師用指...

English Language Teaching in South Korea: A Route to Success?

Theory and Practice in Language Studies, 2015

This paper is an attempt to investigate the status of English language teaching (ELT) in South Korea. To do so the historical background of ELT, and the reform movement, as a measure taken by the government to boost language education in this country, have been discussed. The outcome of this measure and the philosophical underpinning of education in this country along with different issues related to language teaching, such as: learning strategies, beliefs, language ideology, and the use of technology-assisted language teaching programs have been elaborated. Attempts have been made to demystify the ELT problems in this country with the aim of alleviating the shortcomings and improving the strengths of such an educational system. Putting different pieces of the ELT puzzle in South Korea together, some of the stunting factors were recognized to be: the ideological basis of the reform movement, lack of utilizing critical pedagogy, and insufficient attempts aimed at teaching language learning strategies and technology-assisted language learning normalization. Though this paper has focused on the status of ELT in Korea, many of the raised suggestions can be utilized in other countries, in particular Asian countries with Confucian background.