Abstract
Abstract English is a popular language in South Korea. It has been a part of the official public school curriculum for 10 years and many students pursue more English courses in college. However, there is a general consensus among English instructors in Korean institutions of higher education that students lack confidence as learners and users of English. Students also describe themselves as having ‘English trauma’, which is a popular notion among Korean students. In this article, I explain how damaging native speakerism is for the students’ confidence as language learners and I describe the changes I made to my curriculum to implement a more humanistic curriculum designed to minimize the negative emotional pressure my students felt. In closing, I will discuss my reflections on the process.
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