Teaching and Learning of EIL in Korean Culture and Context

Abstract

Like in many other Asian countries, English has been taught throughout the history of Korean ELT as a foreign language whose norm and standard are untouchable and its mastery does not seem to be achievable for many Korean learners of English, if not for all. However, in accordance with globalization and the emergence of English as an international language, the 2008 Revised Korea’s National Curriculum defined English as an international language and the goal of teaching English now is to help Korean learners of English to become intercultural speakers of English. This was to bring a paradigm shift into overall Korean ELT culture and context and it did to some extent, having made changes and development in ELT goals and objectives, instructional methodology, testing and evaluation, and most of all, teachers’ and learners’ attitudes towards English language and its use. There still seems to be, however, a large gap between the curriculum rhetoric and the reality inside and outside the English classroom. Based on the results of literature review and analysis, this chapter will reflect the past and current ELT in Korea and project its future, addressing major issues, concerns, and resolutions in regard to teaching and learning of EIL in Korean culture and context. Discussions will be made in three parts: First, ELT policy and curriculum; Second, instruction and material; Third, Korean learners’ and teachers’ perceptions and attitudes towards EIL. The educational implications and suggestions will be also made in order to realize teaching EIL in Korean context more effectively and successfully.