Aspects of English Linguistic Imperialism in the U. S. Peace Corps Korea, 1966-1981
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This paper is aimed at exploring the PCK’s ELT in Korea, 1966-1981, through the lens of Phillipson’s(1992) English Linguistic Imperialism. Launched as part of the fourth dimension of the U.S. foreign policy, the Peace Corps Program, though generally remarked as promoting world peace and friendship, was to play a crucial role in undertaking the English Language Teaching promoted, coordinately and/or competitively, by the two major Core English- speaking countries, the U.S. and the U.K. In so doing, arguments start with the discussion of two main mechanisms that legitimate the English Linguistic Imperialism: anglocentricity and professionalism. Anglocentricity is related to Galtung’s (1980) innate power and structural power, whereas professionalism is represented as his function power. Based on these terminological concepts, this paper attempted to shed light on linguistically imperialist aspects of PCK’s ELT by analyzing the three reasons for ESL in Korea concluded by Maston (1963), who came to Korea as one of five PCK-K1 staffs and particularly as an English education specialist.
Abstract
This paper is aimed at exploring the PCK’s ELT in Korea, 1966-1981, through the lens of Phillipson’s(1992) English Linguistic Imperialism. Launched as part of the fourth dimension of the U.S. foreign policy, the Peace Corps Program, though generally remarked as promoting world peace and friendship, was to play a crucial role in undertaking the English Language Teaching promoted, coordinately and/or competitively, by the two major Core English- speaking countries, the U.S. and the U.K. In so doing, arguments start with the discussion of two main mechanisms that legitimate the English Linguistic Imperialism: anglocentricity and professionalism. Anglocentricity is related to Galtung’s (1980) innate power and structural power, whereas professionalism is represented as his function power. Based on these terminological concepts, this paper attempted to shed light on linguistically imperialist aspects of PCK’s ELT by analyzing the three reasons for ESL in Korea concluded by Maston (1963), who came to Korea as one of five PCK-K1 staffs and particularly as an English education specialist.
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