Abstract
This chapter examines the contexts of English language policies and how they are developed, formulated and implemented in Japan and Korea. This analysis examines each country’s policies through historical, sociological, economic and political lenses in order to understand the multidimensionality of non-native language (NNL) teaching and learning. The two countries are compared and contrasted to determine which NNL learning and teaching practices are shared, and which are specific to each country’s particular context. This analysis also allows the authors to speculate as to which characteristics may support or impede success in NNL learning and teaching. Implications for policy and practice in terms of NNL learning and teaching for each of the countries, as well as for other countries, are explored.
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