By Han Sang-hee
English is considered extremely important in Korea and thousands upon thousands of hours and won are spent learning it, but how about in other countries? How well are other non-English speaking countries learning English? Do they too invest as much time and effort as Koreans? What’s the secret?
The answers can be found in an interesting index conducted by English education institute Education First (EF). The English Proficiency Index (EPI) ranks countries depending on their English proficiency level, as well as considering cultural, social, financial and historical backgrounds regarding the results.
As for Korea, 13th place is not bad among 44 countries. Malaysia topped Asian countries in ninth. The second highest Asian nation was Hong Kong, while Japan was 14th. The country with the highest English proficiency was Norway.
So how does this translate?
``It means we’re not that bad,’’ Yerrie Kim, special project manager at EF, said in an interview in Samseong-dong.
EF was introduced to Korea in 1988 as the official language partner for the 1988 Seoul Olympics. It still provides various programs and lectures both off and online for major events, including the upcoming Brazil World Cup in 2014.
``Koreans used to focus on a more academic interest in English, which made it a less immediate need for most Koreans but now adults are looking to figure out how to communicate in a different language. Thus, we are increasingly attractive here,’’ Kim said.
Its vast experience in such fields, along with the immense amount of data regarding English education from around the world, has helped EF devise something like EPI: a useful and effective tool in understanding the present and future of English education.
Among the various affects such an index can bring, Kim explains that there are several pointers when examining Korea.
``How do you reduce the gap between people who don’t have access to going abroad and those who do is one of them,’’ she said.
Another is that people, and sometimes even the government, feel that learning another language will reduce one’s national identity. This is not true.
``There are plenty of cases where it is not the case. People use language as a tool and it can drive the nation forward and make it more appealing,’’ said Kim.
``Especially in such a multicultural society (like Korea), it’s important to realize that English can be a useful communication tool. Our goal is breaking down such prejudices.’’
Realizing the need for proper English education is also critical for English learning and it can be interpreted in economic terms.
``It’s a virtual cycle. People learn English and they get more opportunities, and then they will be able to communicate better, which may bring an increase in business or other economic terms and that accumulates over time as a national asset,’’ she explained.
With this in mind, it’s important for Korea to come up with firmer and systemized policies for future learners.
``Sweden didn’t rank fourth place because it is located in Europe, but because it is a country with a huge number of global companies and also because it introduced English as one of the most important subjects in school,’’ she said.
Ranks may not be everything when it comes to judging a country’s potential. But it can actually identify and amend what it is being done right and wrong. In the case of Korea policymakers, English teachers and students alike must clearly define their aim as to how and why they are putting so much time and effort on one single subject.
``People who make those policies (in Sweden) also make certain goals. That kind of goal setting is very important,’’ she added.