Korea

This chapter presents data from both Korean and non-Korean individuals teaching and lecturing in EMI in Korea and does so against a backdrop and comparison of existing literature (e.g. Ghazarian & Youhne, 2015). The chapter highlights several factors which influence active verbal participation and the achievement of desired learning outcomes in EMI classes. It also includes further research considering the barriers facing foreign academics working in Korean universities. The chapter provides a rich understanding of how differences in teaching styles and learning activities significantly affect levels of verbal participation in EMI classes. Throughout the chapter highlights and illustrates where languages, cultures, and personalities have played a role, both individually and cumulatively. This chapter examines these aspects from the perspective of Korean academics; academics with a Korean background but perceived as a non-Korean academic; and other country academics based in Korea. The findings suggest that to achieve the desired EMI learning outcomes, it is necessary to consider aspects of languages, cultures, and also personalities as being interconnected with elements within the education system, including students, professors, the teaching context, as well as the institutional systems at national and international levels. This chapter raises several challenges and criticisms concerning EMI courses including the effectiveness of learning of subject content via a foreign language which are discussed in later chapters.