Integrating the English-language International Baccalaureate Diploma Programme (IBDP) into a Korean High School - with a focus on language policy and implications -

Abstract

This paper focuses on the implementation of the International Baccalaureate Diploma Programme (IBDP) at Chung Nam Samsung Academy (CNSA), an autonomous private high school located in Asan, Republic of Korea. CNSA became the second Korean school in the country to be authorized by the International Baccalaureate (IB) when it became an IB World School in August 2020. In the context of IB in Korea―dominated by international schools on the one hand and the expectations surrounding the development of the IB Dual Language Diploma Programme (IB DLDP) in Korean on the other hand―one distinctive about the IBDP at CNSA is the choice to offer the program in English, as part of a Korean school. The goal of integrating it into the school as a whole and making it as accessible as possible to interested students presents both practical and more abstract challenges. In planning for IBDP implementation, the school developed a language policy to articulate its language philosophy, explain possible reasons behind why students would want to pursue the IBDP in English, and develop strategies for English-language learning for both IB students and staff, while at the same time affirming the use of Korean as a mother tongue and identifying specific ways to continue to cultivate students’ Korean linguistic competency and cultural awareness. It is suggested that, with a proper approach, students can develop in both their Korean and English abilities, and, in tandem, become more engaged both locally and globally. In other words, they can become more internationally-minded―one of the goals of IB education. The idea of autonomy and student choice ultimately underscores the educational approach at CNSA, as the English-language IBDP is just one of many curricular options available in the school.