European Language Education Models: Implications for Korea *

Abstract

Based on a fact-finding research trip to the European Community, this paper examines how European models of dual-language learning might be adapted to the specific needs and characteristics of Korean society. In the light of recent reforms aimed at producing multilingual citizens able to negotiate in English in the global marketplace, this paper explores the feasibility and practicality of introducing further reforms based on foreign models. Examination and observation of language teaching approaches in Europe suggests that a bilingual (as in Holland), immersion (as in Finland), or multilingual (as in Luxembourg) approach to language education is feasible in Korea and could produce a level of multilingualism that would greatly benefit Korean citizens and the Korean economy. Rather than advocating comprehensive changes in the education system, however, this study suggests that a gradual, choice-based approach, similar to the growth of bilingualism in Canada, would allow time for the development of effective curricula and for the training of multilingual teachers. While recognizing the importance of regional socio-cultural and economic factors, this paper finds that the goal of producing a plurilingual 1 workforce for the knowledge economy of the 21st century is both realistic and attainable in Korea.

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