The Review of Korean Studies
- P-ISSN1229-0076
- E-ISSN2773-9351
- SCOPUS, ESCI
ISSN : 1229-0076
Linguistic Imperialism and the English-learning Boom in Korea: A Case Analysis of Weekend Korean Schools in the U.S
Abstract
This paper critically reviews the issue of the overheated English-learning boom in Korea, and investigates how such a boom affects public education in Korea and the learning of Korean children. This issue is analyzed with two theoretical frameworks: linguistic imperialism (Phillipson 1992) and social capital theory (Bourdieu 1991). As a case analysis, this paper focuses on the cases of both ‘the newly arrived’ Korean children at an English-immersion program and ‘the residing’ Korean children as linguistic minorities in the U.S. These two groups of Korean children gather around weekend Korean schools founded by Korean community churches, and both groups learn their heritage language and revive their heritage identities. It is found that the weekend Korean schools work as language shelters and ethnic strongholds where the Korean children’s ethnic culture, language, and identity are respected, revived, and maintained. By investigating the issue, this paper highlights the unequal relationship between languages and the impact of linguistic imperialism on the learning and lives of both domestic Korean children and Korean linguistic minority children in the U.S.
- keywords
- English-immersion, heritage language learning, linguistic imperialism, social capital, linguistic minority children, weekend Korean schools
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