Title: The Importance of U.S. Cultural Experience and English Speaking Environments for Non-English Speaking Students
The English language has become the first common language for humans to communicate in the 21st Century. Nowadays in South Korea, English is a mandatory subject even for the first graders, and the majority of day cares and preschools offer English lessons for children aged two or three. Methods and options for learning English have been a challenge for students in non-speaking nations like Japan, South Korea, and China etc. Because these countries have their own native language, their native languages are spoken all the time. This is a limitation for learning English because their environment lacks utilizing English speaking and listening skills; therefore, sending students abroad has become the common core for language learners, even elementary school children. Parents and families make decisions for their children to improve their language abilities, and their cultural understanding to compete internationally. For inevitable reasons, entering reputational institutes located in the Unites States and United Kingdom and finding jobs in the international market drives the ambition. Furthermore, English has been a center of school curriculum for students in many foreign countries.
Language learning in English speaking countries is complex, requiring multiple elements to satisfy student achievement. Reaching the most effective learning embraces several domains of understanding around the subject, English. Both educators and students need to apply an understanding of cultural acknowledge, appropriate language learning methods as second language learners, and age appropriate approaches and activities in American educational curriculum to make the program the most beneficial. This multi-faceted learning process is explained by interdisciplinary studies that are comprised of several disciplinary studies. A single discipline limits. It is important to provide those students a package of learning elements including language methods and cultural experiences to enable them to stretch what they learn.
There are several relevant disciplines for understanding language learners who are from South Korea which become my focus; they include Anthropology, Sociology, TESOL, Education, Cultural Studies and Economics. Anthropology conveys the idea of cultural dynamics, which explains with increased numbers of students seeking to study the global concept learning and tendencies of moving abroad toward their needs. Sociology accompanies the social nature of what the South Korean educational society demands and how students and parents fluctuate from its changes. TESOL leads to the appropriate language teaching for these international students, based upon individuals’ cultural understanding and their different language structures from English. Education enriches the study by providing learning concepts that are appropriate for students’ age and their interest. Cultural Studies examines the characteristics of new environments as well as comparisons of home cultures and life styles, which enable students to empower language requisition smoothly. Economics/Business relates with whole process of learning opportunities and processes. It includes individuals’ economic variables including their income, finance, and economic ideology as well as international economic relations that are impacted by exchange rates and economic relationships between the United States and South Korea
(Repko, Szostak, & Buchberger, 2014).
The most significant disciplines involve integrating knowledge and deep understanding in TESOL education, American Cultural Studies, and understanding Business/Finance to lead the program that enriches English studies for the international children and support their needs. Among theories and studies that support bilingualism, Roxana A. Soto, an Emmy-award winning bilingual and bicultural journalist, writes, “Level of fluency and comfort…. will be an integral part of the child’s life and provide significant language input”
(Soto, 2012). Based on the trends of learning different
languages and cultures to become elite in our competitive modern society, the demands
of cultural experiences and for language learning in native language countries
are appealing without doubt. Educating
South Korean children of the requisite English in the United States with well-shaped
and structured language programs is the goal.
TESOL and American Cultural Studies are the most applicable subjects to create
culturally responsive activities, reflecting an understanding of economic
movements and democracies in targeted families with suitable reinforcements and
influences to empower students’ effective learning and make this project
Repko, A. F., Szostak, R., & Buchberger, M. P. (2014). Introduction to Interdisciplinary Studies. SAGE.
Soto, R. A. (2012). Bilingual is Better. Bilingual Readers.