The Sociocultural Life of Korean Adolescents in the UK Secondary Classroom
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This paper examines Korean adolescent students’ sociocultural challenges and adaptation in the UK secondary classroom by means of their own perceptions. In order to investigate this issue, qualitative research tools such as semi-structured interviews and focus group discussion were administrated. Various factors such as English proficiency, duration studied in England, personality, aptitudes of subjects, learning styles, and preferences for teaching approaches were intermixed to determine Korean adolescents’ cultural adaptation processes in the classroom. Many of the students recognized differences of two classroom cultures and educational systems and developed group affiliation and bicultural identity. The others failed to overcome cultural discords and perceived not to be able to adapt well in the British classroom. This paper discusses the appropriate culture education for Korean adolescents to incorporate intercultural competence, bicultural identity and flexibility in the multicultural classroom.
Abstract
This paper examines Korean adolescent students’ sociocultural challenges and adaptation in the UK secondary classroom by means of their own perceptions. In order to investigate this issue, qualitative research tools such as semi-structured interviews and focus group discussion were administrated. Various factors such as English proficiency, duration studied in England, personality, aptitudes of subjects, learning styles, and preferences for teaching approaches were intermixed to determine Korean adolescents’ cultural adaptation processes in the classroom. Many of the students recognized differences of two classroom cultures and educational systems and developed group affiliation and bicultural identity. The others failed to overcome cultural discords and perceived not to be able to adapt well in the British classroom. This paper discusses the appropriate culture education for Korean adolescents to incorporate intercultural competence, bicultural identity and flexibility in the multicultural classroom.
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