This study aims to critically trace the history of English language education in Korea and to discuss theconsequences of that history on the current English language education policy. This study argues that pedagogicalconcepts and approaches of the past have contributed to the learners’ “non-native inferiority complex”, whichrefers to “linguistic insecurity” that Korean students experience when they speak English. This kind of negativeattitude can be viewed as a legacy of (linguistic) colonialism. Therefore, it is recommended that policy makers shifttheir focus from imitation of native-speaker models as the goal of English education to whether or not learners canexpress themselves and achieve intelligibility in communication. To such an end, this paper first presents the historyof English education in Korea from the Joseon dynasty period and proceeds to discuss the current English educationpolicies. Finally, the paper critically evaluates such policies and makes appropriate recommendations.
R Rakshana Raj (Tue,) studied this question.