This paper reflects upon the concept of hegemony and how post-colonialism can still be observed in the educational environment in South Korea. In this paper, I will analyse and compare previous studies to critically reflect once more upon the predominance of the English language.
International networking and globalisation have made the English language an indispensable medium of intercultural communication. At this point, English has gained the value of a status symbol. In Korean culture, this language is perceived as a sort of gateway to success and the global science community as well as to have better chances at the highly competitive job market. Therefore, Korean universities have made it their goal to aid their students by introducing language policies such as making English the official language. With internationalising campuses in Korea, the question of the hegemony of the English language arises. This paper aims to analyse how this concept of hegemony can be observed at universities in Korea, in particular, the Handong Global University and through which measures taken by the university this hegemony manifests itself.
Table of Contents
- Abstract
- Introduction
- Problematic of the hegemony of the English language
- English in South Korea
- Conclusion
Objectives and Key Themes
This paper aims to analyze the hegemony of the English language in South Korean universities, specifically at Handong Global University. It examines the university's language policies and their impact, considering the broader context of post-colonialism and the social implications of linguistic dominance. The paper also critically reflects on the problematic aspects of English's global dominance and its role as a gatekeeper to success and opportunity.
- Linguistic hegemony and its manifestation in South Korean universities.
- The role of English as a status symbol and gateway to success in South Korea.
- The negative consequences of English language policies on Korean and international students.
- The historical and socio-political context of English language dominance.
- Potential solutions for promoting linguistic equality in higher education.
Chapter Summaries
Introduction: This chapter introduces the concept of linguistic hegemony, focusing on the dominance of English in global communication. It defines hegemony, discusses its implications in the context of globalization, and sets the stage for analyzing its manifestation in South Korean universities. The chapter highlights the importance of English in the job market and global science, emphasizing the need for critical reflection on its cultural and linguistic dominance. The author states the main goal of the paper is to show how this hegemony is observed in Korean universities and through which policies this hegemony manifests itself. The author also wants to critically reflect upon the English language and its high status in global communication as well as the problematics that come with enforcing language policies in Korean universities.
Problematic of the hegemony of the English language: This section delves deeper into the concept of hegemony, tracing its origins and exploring different interpretations. It emphasizes the disempowering effect of linguistic hegemony on non-native English speakers, citing statistics on English speakers globally. The chapter connects the spread of English to historical processes of colonization and capitalism, illustrating how it serves as a gatekeeper for employment and social status. This pressure is presented as also leading to shifts in education with greater emphasis laid on English education. The high market value of the English language is then shown to influence the perception of one’s mother tongue.
English in South Korea: This chapter examines the perception and role of English in South Korean society. It summarizes Fayzrakhmanova's (2016) description of English's presence in education, media, and daily communication. The chapter highlights the societal perception of English as a key factor in education, success, and social status. Despite the widespread use of English loanwords, the chapter notes a lack of true proficiency amongst the population, particularly emphasizing the pressure on job applicants who take English proficiency tests that prioritize scoring over understanding.
Keywords
Linguistic hegemony, English language dominance, South Korea, language policies, higher education, globalization, post-colonialism, cultural dominance, social inequality, international communication.
Frequently Asked Questions: Analysis of English Language Hegemony in South Korean Universities
What is the main topic of this paper?
This paper analyzes the dominance of the English language in South Korean universities, specifically at Handong Global University. It examines the university's language policies and their impact, considering post-colonialism and the social implications of linguistic dominance.
What are the key themes explored in this paper?
Key themes include linguistic hegemony in South Korean universities, English as a status symbol and gateway to success, negative consequences of English language policies, the historical and socio-political context of English dominance, and potential solutions for promoting linguistic equality.
What is the objective of this research?
The paper aims to critically analyze the hegemony of English, its manifestation in South Korean university policies, and its impact on students. It seeks to understand the societal pressure surrounding English proficiency and its implications for both Korean and international students.
What are the chapter summaries?
The Introduction sets the stage by defining linguistic hegemony and its implications in globalization, focusing on the dominance of English in the job market and global science. The chapter establishes the need for critical reflection and the paper's aim to show how this hegemony is observed and enforced through specific university policies. The Problematic of the hegemony of the English language chapter delves into the disempowering effects of English dominance, linking its spread to historical processes of colonization and capitalism. The English in South Korea chapter examines the perception and role of English in South Korean society, noting the societal pressure and the disconnect between perceived proficiency and actual communicative competence.
What are the keywords associated with this research?
Keywords include Linguistic hegemony, English language dominance, South Korea, language policies, higher education, globalization, post-colonialism, cultural dominance, social inequality, and international communication.
What specific aspects of English dominance in South Korean universities are examined?
The paper examines university language policies and their impact on students. It also analyzes the societal pressure to achieve English fluency and how this affects the perception of one's mother tongue and opportunities for success.
What are the potential negative consequences of English language policies discussed in the paper?
The paper discusses the potential negative consequences of English language policies on both Korean and international students, highlighting the pressures of English proficiency tests that may prioritize scoring over understanding.
What is the historical context considered in this analysis?
The paper connects the spread of English to historical processes of colonization and capitalism, showing how it has become a gatekeeper for employment and social status.
What solutions for promoting linguistic equality are suggested (or implied) in the paper?
While not explicitly detailed, the paper implies that solutions for promoting linguistic equality in higher education could involve a critical reassessment of current language policies and their impact on students.
Where can I find more information on this topic?
This FAQ summarizes a paper analyzing English language hegemony in South Korean universities. Further information can be obtained from the full text of the paper itself (if available).
- Quote paper
- Anonym (Author), 2019, English in South Korea. The Hegemony of the English language in a university context, Munich, GRIN Verlag, https://www.grin.com/document/991348
