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
1. Abstract
2. Introduction
3. Problematic of the hegemony of the English language
4. English in South Korea
5. Webpage of the Global Handong University
6. Teaching at the Global University of Handong
7. Conclusion
8. Bibliography
Research Objectives and Themes
This paper aims to analyze the concept of linguistic hegemony within the South Korean university landscape, specifically focusing on Handong Global University, and to investigate the effects of English-only language policies on students and faculty.
- Analysis of linguistic hegemony as a form of power dominance.
- Examination of the perceived status of English in Korean society and education.
- Evaluation of language policies at Handong Global University.
- Discussion of the challenges and side effects for students and academic staff.
- Reflection on the dichotomy between "native" and "natural" English proficiency.
Excerpt from the Book
The problem of “real” English
In his study, Choi distinguishes two forms of speakers, one is native, the other one is natural. Choi mentions that during a speech at the university an administrator said about the language policy that it is not their goal to make native speakers out of their students but more so to equip them with the communicative knowledge to speak naturally with foreigners and take part in ta global scientific discourse.
On their webpage, the university advertises their “I-houses” where students get the chance to live together with exchange students from all over the world. Next to the aspect of getting to better different cultures, the webpage advertises that students have once more the possibility to speak English since Korean students get paired with international students. When comparing the advertised statements to the real-life situation mentioned in Choi’s study, a discrepancy can be seen. He mentions an interview with a student who complained of the lack of possibilities to speak English since there are no “foreigners” at their dorm. However, by foreigners, the student does not refer to people from outside of Korea but to people whose mother tongue is English since only their English is perceived as “real” English. Moreover, there are not as many international students as Korean students, meaning that some Korean students could only be paired with other Korean students. Much to the liking of some students, in one example one student mentions that his dorm is his for relaxing and therefore he should not be forced to speak English there as well. Lastly, one administrator said that “students might learn incorrect pronunciation if only non-native speakers are in their dormitories”.
I would argue that the perception that only native English speakers speak the “real” English, as well as the comment about learning the improper pronunciation of words, goes against the advertised picture by the university of being a “natural speaker”. The university states that their goal is to educate their students in order to be able to communicate their own ideas and be able to take part in the global scientific discourse. It is not the aim of the university to train their students to become native speakers.
Summary of Chapters
Abstract: Provides an overview of the paper's focus on the role of English in Korean universities and the resulting linguistic hegemony.
Introduction: Defines the core concept of linguistic hegemony and introduces the paper's objective to examine the predominance of English in South Korean higher education.
Problematic of the hegemony of the English language: Explores the theoretical background of the term "hegemony" and its application to linguistic dominance over non-native speakers.
English in South Korea: Discusses the societal perception of English as a gateway to success and the structural emphasis on English education in the Korean school system.
Webpage of the Global Handong University: Analyzes the institutional vision and global orientation of Handong Global University as presented on its website.
Teaching at the Global University of Handong: Contrasts the university's official policy with the practical challenges faced by students and faculty, including inconsistencies in implementation.
Conclusion: Summarizes the findings, concluding that linguistic hegemony remains a significant issue and suggesting more precise policy regulations.
Bibliography: Lists the academic sources and materials used for the research.
Keywords
Linguistic hegemony, South Korea, English language, education, language policy, Handong Global University, globalization, communicative skills, native speakers, English-mediated instruction, social identity, academic environment, global discourse, language barriers, student satisfaction.
Frequently Asked Questions
What is the core subject of this paper?
The paper examines the hegemony of the English language in the context of South Korean universities, specifically focusing on the institutional policies and their impact on campus life.
What are the central thematic fields?
The study covers linguistic hegemony, post-colonialism in education, globalization, language policy implementation, and the socio-cultural perceptions of English proficiency.
What is the primary research goal?
The goal is to analyze how linguistic hegemony manifests at Handong Global University and to critically reflect on the problematics of enforcing English as an official language in a non-native context.
Which scientific methodology is used?
The paper employs a qualitative approach, combining an analysis of the university's online presence (webpage and vision statement) with an ethnographic study (Choi, 2016) regarding student and faculty experiences.
What does the main body cover?
It covers the historical and societal status of English in Korea, an analysis of Handong Global University's institutional image, and an investigation into the everyday struggles caused by the university's language policies.
Which keywords characterize this work?
Linguistic hegemony, South Korea, education, language policies, global communication, and institutional identity are the defining keywords.
How is the term "hegemony" defined in this specific context?
It refers to the linguistic dominance where English empowers certain groups while disempowering others, functioning as a gatekeeper to social status and success.
What is the "I-house" concept at Handong Global University?
It is a dormitory model designed to foster global minds by pairing Korean students with international students, though the implementation faces challenges regarding the scarcity of native-speaking residents.
Why do students at the university experience dissatisfaction?
Dissatisfaction arises from a lack of universal consensus on policy implementation, inconsistent enforcement by professors, and the perceived marginalization of students who do not speak Korean or are not native English speakers.
How does the author view the perception of "real" English?
The author argues that the societal and institutional fixation on "native" English as the only "real" English contradicts the stated goal of equipping students for global scientific discourse.
- Arbeit zitieren
- Anonym (Autor:in), 2019, English in South Korea. The Hegemony of the English language in a university context, München, GRIN Verlag, https://www.grin.com/document/991348
