Korean Hybridity: The Language Classroom as Cultural Hybrid

Don Moen (1)
(1) Ottawa, Canada , Canada


This paper looks at the Korean language classroom as a cultural hybrid of Korean and perceived American culture. It is based around the idea of the language classroom as a subculture. Through discussions of classroom geography, Confucianism, and identity construction, the paper concludes that this hybrid subculture offers an opportunity to explore new cultural identities within a subculture without having to join subcultural groups in normal life. The paper concludes this is significant since teachers need to be prepared with accurate intercultural expectations. The paper offers that more empirical research in specific teacher/student and student/student relationships is needed, as well as looking at other cultures to see if classroom cultural hybridity is unique to Korea.

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Don Moen
donaldeugenemoen@yahoo.com (Primary Contact)
Author Biography

Don Moen, Ottawa, Canada

Don Moen holds the MA degree from the University of Alberta in Edmonton, Canada focusing on Cultural Studies, and is currently completing the Master of Education degree from the Unviresity of Calgary.  He works as an instructor of English as a Second Language in Ottawa, Canada and has also taught in Vancouver, Canada and Seoul, Korea. This paper is widely based on his experiences in Korea, and with Korean students over time in Canada.

Moen, D. (2009). Korean Hybridity: The Language Classroom as Cultural Hybrid. Journal of Intercultural Communication, 9(2), 1‚Äď06. https://doi.org/10.36923/jicc.v9i2.482

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