Educating Language Minority Students in South Korea: Multilingual Sustainability and Linguistic Human Rights

Abstract

In the context of globalization, the landscape of language in Korea has changed dramatically in the last three decades because of the influx of marriage migrants and foreign workers. The growing number of immigrant and international marriages has led to the emergence of new linguistic minorities in Korea who have multicultural and multilingual backgrounds, and they challenge Korea’s long-lasting tradition of linguistic homogeneity and purity. Language related education for this newly emerging group of language minority students, whose number has increased dramatically since the late-1990s, has become a salient issue. This paper critically analyzes the current education policies and programs designed for the newly emerging group of language minority students, and examines the prospects for sustainable development of these students in Korea. In particular, it focuses on the underlying ideology of linguistic nationalism and assimilationist integration regime embedded in various education policy initiatives and reforms, which require language minority students to forgo their multilingual background and forcibly embrace linguistic homogeneity. The paper elaborates on alternative educational programs that could enable language minority students to achieve sustainable development and progress.