Korea in the early 20th century, suffered from Japanese colonial policy. Koreans were forced to change the names in Japanese, and had to learn the Japanese instead of Korean as the first language. Language plays the roles both a means of communication and a carrier of culture.
Korea’s present context is English-oriented as the second language education. Though students want to study other second languages such as French and Spanish, they have no choice. Moreover, the people who are good at English can have a chance for successful further studying and stable working place. In Ngugi’s context, English is the main determinant of a child’s progress up the ladder of formal education. The difference is Ngugi experienced with corporal punishment and fined money.
We can communicate through the language and evolve culture. Culture is a product of history which it in turn reflects. Therefore, Kachru’s approach causes some problems when it applies at the Ngugi. Language as culture has a product and a reflection of human beings communicating with one another. Worldwide spread of English means the destruction or deliberate undervaluing of a people’s culture, their dances, religions, history, geography, education, and literature.
I admit the importance of the world English as universal language. In globalization and, internationalization, we need a vehicle to communicate each other. However, I can’t deny the importance of identification and ethnicity on the basis of native language. That’s why I sometimes worry about the early abroad English education and English immersion education. Considering the different system to acquire the first language and to learn the second language, I concern about one of the side effects like losing the self-identification because of the reckless early English education.
I always think the responsibility for the English education. All of the education policy is at the heart of learner-centered. For the efficient learning environment, educators contemplate and reflect over and over again. Korea is famous for the high education aspirations. English is one of the required subjects to pass the test and promote the job. I partly agree on the English education’s changes. We don’t focus on the test scores any more. Moreover, we prefer to n communicate in real situation. We try to reform the University entrance test including the speaking and writing. On the other hand, I don’t think all of the Koreans are fluent in English. Instead of everyone, some are interested in English and required to develop the language skills with the purpose are considered sufficiently.
Jinny, I really enjoyed the conversation the three of us had in class on these questions and ideas. I am also concerned about the early English education push and the requirement that all Koreans need English. As you mentioned, early language aquisition is so closely connected to culture and identity. Also, what if a person's interests and aptitude do not involved English? If one of our students is a gifted writer and shows an interest in Korean poetry or literature, what need do they have of English? Is it right to push them towards English, for university entrance exams and international recognition, if the risk is that it leads them away from their natural gifts of writing in Korean? The demand for English should not come at the loss of recognition for skilled Korean communicators.
답글삭제Jinny, thank your for your great great point of view on this issue. i think that you are genius. Theoritical and empirical, your point of view of english education is beautiful. i totallu agree with you that english educator should have the senstive thought for english policy and their performances for students.
답글삭제thank again for your thought and it was great talk with you.
Jinny, I really adore your opinion that many stuffs in this essay. and It was quite useful for English's learner to check it out again. and I learned lots of thing from you in the part and thank you for your essaying again.
답글삭제Jinny, I partly agree what you said. We don't have to push all Korean students to learn English as a second language. But I think we need to give them a chance to learn English, because young learners don't know whether they like English or not. Furthermore, I don’t know how many hours a day students are exposed in early English immersion program. But even though they only speak English in school, how many students lose their identity? I don’t think we don’t have to concern about losing the self-identification in EFL situation.
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