English Education Context of North Korean Defectors in South Korean Universities: Issues and Policies
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This study conducted a semi-structured interview of North Korean Defectors(NKDs) attending South Korean universities to explore their pre-university anduniversity English education including English-mediated or university Englishcourses. Eleven NKDs were interviewed about their English learning experiencesprior to South Korean university education including English learning in NorthKorea; their preparation for South Korean university education; and theiruniversity English courses with a focus on learning contents, instructors, problems,and supports needed. The results reveal the NKDs’ lack of systematic Englisheducation prior to arriving in South Korea as well as their insufficient systematicpreparation for university education. Additionally, the lack of basic Englishknowledge prior to university education produces an English divide between theNKDs and their South Korean peers. They needed much more time to read theirEnglish textbooks due to their lack of abilities in grammar, vocabulary, andreading; the American English accents of their native English instructors alsocaused listening problems. Nonetheless, the universities and government agencieshave neglected this issue and do not seem to have a systematic administration orsupportive system for the NKDs’ English education. The study suggests a holisticapproach to establish interagency policies to resolve such problems.
Abstract
This study conducted a semi-structured interview of North Korean Defectors(NKDs) attending South Korean universities to explore their pre-university anduniversity English education including English-mediated or university Englishcourses. Eleven NKDs were interviewed about their English learning experiencesprior to South Korean university education including English learning in NorthKorea; their preparation for South Korean university education; and theiruniversity English courses with a focus on learning contents, instructors, problems,and supports needed. The results reveal the NKDs’ lack of systematic Englisheducation prior to arriving in South Korea as well as their insufficient systematicpreparation for university education. Additionally, the lack of basic Englishknowledge prior to university education produces an English divide between theNKDs and their South Korean peers. They needed much more time to read theirEnglish textbooks due to their lack of abilities in grammar, vocabulary, andreading; the American English accents of their native English instructors alsocaused listening problems. Nonetheless, the universities and government agencieshave neglected this issue and do not seem to have a systematic administration orsupportive system for the NKDs’ English education. The study suggests a holisticapproach to establish interagency policies to resolve such problems.
참고문헌 (26)
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