An interesting factor in today’s globalization lies in greater awareness of so many culture that had long been unknown to Americans. This creates a dilemma for the person wanting to teach English in a non-English speaking nation. More exactly, the choices have greatly expanded.
That said, however, I personally am most interested in South Korea and how teaching there may bridge a wide range of cultural barriers between East and West. To begin with, and as is true of so many foreign cultures, the history is ancient.
Then, I have come to understand that there’s an American impulse to hold the other culture as greater than our own. We romanticize. I have researched the country as well and the culture, while extremely attractive and admirable, is also far from perfect. In teaching English there, then, I believe we each have a great deal to learn from one another. Language is thought and the ideal communication when it is taught with respect and understanding. All of the above draws me to South Korea.
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To begin with, one of the most striking qualities of South Korea to me is the level of sophistication. Seoul is after all one of the major capitals of the world, and the technology is superior to almost anything in the West. In fact the relationship between the U.S. and Korea has ensured that the Koreans have had vast opportunities to develop while maintaining their ancient traditions and customs. Language is very much based on holding to the Korean, which is not unlike Japanese (CG). At the same time, this seems to present problems because it isolates Koreans from different ideas of how people may live. Koreans, from what I understand, do not easily let go of their values or judgments, and these can in fact be harsh. For example, it is very ordinary in Korea for anyone perceived as overweight to be openly mocked. To be overweight is considered so shameful, it is usual for even younger students to refer to peers as “fat,” when these students may only have a few extra pounds. The culture reinforces this by making it difficult for the even slightly overweight to find clothing that fits, but Koreans do not see this as intimidating or bullying. It is merely a cultural value long in place (Strother).
Similarly, students and others are judged by the color of their skin in a certain way. If the complexion is not seen as ideally Korean, the person is accused of being “dirty.” This is a reality I learned through an online interview with an American teaching there (Smith). In plain terms, and as gracious as Koreans often are, the behaviors are also often hard. This translates to the American as needing to be careful; the American impulse is to defend but the teacher of English here must always remember that this is a culture all its own, and it will not promote understanding to basically try to educate as to American values.
I then repeat that the key lies in using language to more subtly create understanding. This relates to the noted need to evince respect, which is important to Koreans. So many of their customs go to honoring the other, even as they can be very judging. To my mind, the best course for the teacher of English here is to go slowly, learn as they themselves are teaching, and let the exchange of languages do the job of bringing a wider understanding to all. With English being learned, so too are American values presented, which are likely to open up student minds to an extent. As my interview subject made clear, this is still challenging, if only because Korean culture is family-oriented and traditions are strongest in the home. Nonetheless, I feel this is a fascinating culture and South Korea remains to me the ideal location in which to try.
