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This chapter examines the development of English education in South Korea from the late 2000s to the early 2020s, focusing on how broader socioeducational changes and policy reforms have influenced English language teaching and learning. Amid rapid globalization, digitalization, and advances in artificial intelligence, national English education policy underwent multiple curriculum revisions in 2007, 2009, 2015, and 2022. The chapter highlights the persistent role of English as a form of cultural capital closely linked to academic achievement, employment, and social mobility, while also addressing growing concerns over educational inequality and the widening “English divide.” In response, recent policy directions have shifted toward competency-based education, learner-centered pedagogy, and efforts to strengthen public English education. The chapter further discusses how digital technologies and AI have expanded conventional notions of language skills and reshaped classroom practices and assessment. Overall, the chapter situates recent developments in English education within their broader socioeducational context and identifies ongoing challenges and future directions for English teaching in South Korea.

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English Education from the 2007 to 2022 Revised National Curriculum Period (2007~Present)

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  • 发表日期：

    2026年

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  • Tae-Young Kim

摘要

This chapter examines the development of English education in South Korea from the late 2000s to the early 2020s, focusing on how broader socioeducational changes and policy reforms have influenced English language teaching and learning. Amid rapid globalization, digitalization, and advances in artificial intelligence, national English education policy underwent multiple curriculum revisions in 2007, 2009, 2015, and 2022. The chapter highlights the persistent role of English as a form of cultural capital closely linked to academic achievement, employment, and social mobility, while also addressing growing concerns over educational inequality and the widening “English divide.” In response, recent policy directions have shifted toward competency-based education, learner-centered pedagogy, and efforts to strengthen public English education. The chapter further discusses how digital technologies and AI have expanded conventional notions of language skills and reshaped classroom practices and assessment. Overall, the chapter situates recent developments in English education within their broader socioeducational context and identifies ongoing challenges and future directions for English teaching in South Korea.