Essay Contest Result
Korea is Right Next Door
I love languages. I love them so much that I have amassed a collection of language textbooks, from the ubiquitous such as French, to the mysterious such as Basque. I took classes in Japanese and Bahasa Indonesia. And coming from the Philippines, I have acquired Tagalog and Hiligaynon in addition to my native Cebuano, while also currently learning Kapampangan.
My reason in learning languages used to be simple: because it is fun. All that changed when I entered college and became classmates with Koreans. They are not exchange students, but regular students in my school. They explained to me that the influx of Korean expatriates to the Philippines is explained by their desire to learn English. Given that English is the medium of instruction in Philippine universities, they acquire more practice here than they would do in their homeland, not to mention the lower cost of living in the Philippines. Economically, it is a good deal. But the price that my Korean colleagues must pay is facing the solid cultural barrier between Koreans and Filipinos. They will have to find a support system in Filipino networks eventually, perhaps outside of the university where English is rarely spoken. So, to reach out, I took it upon myself to learn Korean.
The prescribed Korean language textbook for beginners in the Ateneo de Manila University is Fast & Fun Korean for Short-Term Learners 1 published by Darakwon, Inc. I learned how to get directions to Gwanghamun Station and Jili Mountain. I learned how to order samgyupsal and sundubu. After reading the entire book, I decided to practice with my Korean classmates. Regrettably, I have not much to say after a few pleasantries. I had to supplement my studies somehow. I then enrolled in the extramural language program of University of the Philippines. The prescribed textbook there was Sogang Korean New Series Student's Book 1A published by Hawoo Publishing. After learning a few basic sentence structures, I still could not say much in Korean, and our conversations reverted easily to English, where some barriers remain.
How could I not go far with interacting with my Korean counterparts after having used the prescribed textbooks of the two premier universities in the country? Then, I realized, like most language manuals I have, they are designed for tourists wanting to visit the country of origin of their target language. After self-introductions, chances are, the next conversation depicted would take place after arriving at the airport of destination. After which, we are taught how to hail a taxi and how to book a hotel room. My beginner's Korean textbooks are no different. Unsurprisingly, they also exhibit the Republic of Korea, the faraway tourist destination with beautiful sights and a vibrant culture. While this is undoubtedly true, to regard the concept of Korea as co-extensive with the Republic of Korea would be inconsistent with the Korean narrative in world history. I submit that to treat "Korea" as interchangeable with the territorial concept of the Republic of Korea is a self-imposed and counterintuitive limitation in advancing Korean interests across the globe. Which is why I propose that Korean language textbooks also depict the Korean diaspora against the backdrop of the country where the textbook is to be used. This proposal is an honest admission that Koreans are everywhere, and with them their customs, businesses, and natural aspirations to find a comfortable place in whatever society. Korea is not anymore two thousand and six hundred kilometers away; Korea is right next door.
This plan would be particularly effective in the Philippines. Not all Filipinos will get to visit Korea, but certainly all Filipinos already have encountered a Korean person within arm's length by now. For the beginner's textbook, the best idea then would be to set aside hypothetical visits to Jeju Island in favor of providing a workable itinerary to experience a Koreatown in the Philippines. There is already one in Pampanga, and another in development in Manila. Imagine the boost to Korean business owners here. The beginner's textbook must also aid the Filipino about how to explain balut and dinuguan to his Korean colleagues just as much as it provides the recipe for kimchi. In the process, cultural exchange is not merely encouraged, but deliberately designed. I put emphasis on the suggestion that these textbooks be at the beginner's level. Filipinos will desire to visit Korea eventually, but the textbook to prepare for that will have to come at level two. In level one, Korea should neither be about commuting from Busan to Gangnam, nor scheduling a tour in the National Museum of Korea with Park-seonsaengnim. To the Filipino beginning Korean, Korea is Kim-seonbae struggling in her Tagalog remedial classes. To the Filipino beginning Korean, Korea is Lee-ajeossi losing his way in the streets of Makati. To the Filipino beginning Korean, Korea is Bae-seonsaengnim opening her Korean restaurant in Katipunan Avenue.
More than an admission that the Korean diaspora is expanding, this proposal also reinforces the globalization of the Korean language. English textbooks do not anymore exclusively present British or American landmarks. French textbooks provide scenarios taking place in Montreal, Brazzaville, and Tahiti. Membership in the "big language club" entails adaptation to the context where the language is sought to be disseminated. Where it will differ, however, is in the kind of adaptation. While Korea has no history of expansionism, it does have a recent tendency for expatriation. This gives the Korean language a unique advantage of remaining standardized. Because unlike textbooks for Spanish which have faced Mexicanizations or Argentinizations, Korean textbooks can maintain Korean's standard form regulated by the National Institute of the Korean Language. While remaining pure from all the "-izations", the Korean language can nevertheless integrate elements of its host country to its learning materials. Language books have mostly been "Language by" as in English by England, French by France, or Korean by Korea. This proposal is to start a movement to design materials as "Language for". Imagine a Korean for Filipinos with a recipe for ramyeon using the ingredients of lomi. Imagine a Korean for Germans inviting celebrants to drink soju alongside beer in Oktoberfest. Imagine a Korean for Thais organizing prayer visits to Buddhist temples in Chiang Mai. The possibilities are endless, and it is noteworthy that no language, in a singular regulated standard, has ever done that on a massive scale. The big languages are multicentric; the Korean language has one center – Korea, which simply happens to be everywhere in the world through its people. Transcending borders, Korea is where Koreans are. By this proposal, language instruction and cultural exchange will be feasible, immediate, and practical. More importantly, it is a triumph for humanity. Because just as Korea extends its hand to invite the world to the Republic of Korea, the rest of the world will be taught how to extend their hands to their Korean peers who are finding their way in the world, hopefully making their sojourn in the host country more meaningful.
My studies of Korean have also taught me that Korean language education has a tradition of providing access. In a time when Korean was written in Chinese characters, the ruling class kept the education of these characters to themselves to maintain their status and privilege. The Great King Sejong, a man of the people, created Hangul in secret to make literature accessible to the common folk. Mass illiteracy was cured, and Korea never looked back. It is incumbent upon Korean educators to admit that Korea is everywhere by depicting scenarios that take place between Koreans and non-Koreans set in the host country. Where Sejong Daewang democratized, present-day Korean educators must globalize.
Not every person will walk the streets of Seoul, but every person will eventually have to direct some Koreans how to commute from A to B, how to bargain with a hawker, and how to access a host country's public services. In the process, a specific policy of the Korean Ministry of Foreign Affairs will be fulfilled: Strengthening the protection of Korean nationals traveling abroad and expanding support of overseas Koreans. The same is true for a specific policy of the Korean Ministry of Education: Korean Education that Harmonizes with the World. To open these doors more widely, designing language materials as "Korean for" is key. Non-Koreans will also get to be catalysts in these initiatives. Understanding Korea is achieved by inviting non-Koreans to immerse themselves in Korean communities everywhere. Understanding Korea is accomplished without necessarily expending for travel to the Republic of Korea.
Should this proposal be upheld, the Korean example will be a model for educating nationals of a host country to break barriers between identities and to foster sincere connections at the personal level, with language as an instrument. At long last, that has become my reason for learning languages. Hopefully, it will also be a universal reason for teaching them.
My reason in learning languages used to be simple: because it is fun. All that changed when I entered college and became classmates with Koreans. They are not exchange students, but regular students in my school. They explained to me that the influx of Korean expatriates to the Philippines is explained by their desire to learn English. Given that English is the medium of instruction in Philippine universities, they acquire more practice here than they would do in their homeland, not to mention the lower cost of living in the Philippines. Economically, it is a good deal. But the price that my Korean colleagues must pay is facing the solid cultural barrier between Koreans and Filipinos. They will have to find a support system in Filipino networks eventually, perhaps outside of the university where English is rarely spoken. So, to reach out, I took it upon myself to learn Korean.
The prescribed Korean language textbook for beginners in the Ateneo de Manila University is Fast & Fun Korean for Short-Term Learners 1 published by Darakwon, Inc. I learned how to get directions to Gwanghamun Station and Jili Mountain. I learned how to order samgyupsal and sundubu. After reading the entire book, I decided to practice with my Korean classmates. Regrettably, I have not much to say after a few pleasantries. I had to supplement my studies somehow. I then enrolled in the extramural language program of University of the Philippines. The prescribed textbook there was Sogang Korean New Series Student's Book 1A published by Hawoo Publishing. After learning a few basic sentence structures, I still could not say much in Korean, and our conversations reverted easily to English, where some barriers remain.
How could I not go far with interacting with my Korean counterparts after having used the prescribed textbooks of the two premier universities in the country? Then, I realized, like most language manuals I have, they are designed for tourists wanting to visit the country of origin of their target language. After self-introductions, chances are, the next conversation depicted would take place after arriving at the airport of destination. After which, we are taught how to hail a taxi and how to book a hotel room. My beginner's Korean textbooks are no different. Unsurprisingly, they also exhibit the Republic of Korea, the faraway tourist destination with beautiful sights and a vibrant culture. While this is undoubtedly true, to regard the concept of Korea as co-extensive with the Republic of Korea would be inconsistent with the Korean narrative in world history. I submit that to treat "Korea" as interchangeable with the territorial concept of the Republic of Korea is a self-imposed and counterintuitive limitation in advancing Korean interests across the globe. Which is why I propose that Korean language textbooks also depict the Korean diaspora against the backdrop of the country where the textbook is to be used. This proposal is an honest admission that Koreans are everywhere, and with them their customs, businesses, and natural aspirations to find a comfortable place in whatever society. Korea is not anymore two thousand and six hundred kilometers away; Korea is right next door.
This plan would be particularly effective in the Philippines. Not all Filipinos will get to visit Korea, but certainly all Filipinos already have encountered a Korean person within arm's length by now. For the beginner's textbook, the best idea then would be to set aside hypothetical visits to Jeju Island in favor of providing a workable itinerary to experience a Koreatown in the Philippines. There is already one in Pampanga, and another in development in Manila. Imagine the boost to Korean business owners here. The beginner's textbook must also aid the Filipino about how to explain balut and dinuguan to his Korean colleagues just as much as it provides the recipe for kimchi. In the process, cultural exchange is not merely encouraged, but deliberately designed. I put emphasis on the suggestion that these textbooks be at the beginner's level. Filipinos will desire to visit Korea eventually, but the textbook to prepare for that will have to come at level two. In level one, Korea should neither be about commuting from Busan to Gangnam, nor scheduling a tour in the National Museum of Korea with Park-seonsaengnim. To the Filipino beginning Korean, Korea is Kim-seonbae struggling in her Tagalog remedial classes. To the Filipino beginning Korean, Korea is Lee-ajeossi losing his way in the streets of Makati. To the Filipino beginning Korean, Korea is Bae-seonsaengnim opening her Korean restaurant in Katipunan Avenue.
More than an admission that the Korean diaspora is expanding, this proposal also reinforces the globalization of the Korean language. English textbooks do not anymore exclusively present British or American landmarks. French textbooks provide scenarios taking place in Montreal, Brazzaville, and Tahiti. Membership in the "big language club" entails adaptation to the context where the language is sought to be disseminated. Where it will differ, however, is in the kind of adaptation. While Korea has no history of expansionism, it does have a recent tendency for expatriation. This gives the Korean language a unique advantage of remaining standardized. Because unlike textbooks for Spanish which have faced Mexicanizations or Argentinizations, Korean textbooks can maintain Korean's standard form regulated by the National Institute of the Korean Language. While remaining pure from all the "-izations", the Korean language can nevertheless integrate elements of its host country to its learning materials. Language books have mostly been "Language by" as in English by England, French by France, or Korean by Korea. This proposal is to start a movement to design materials as "Language for". Imagine a Korean for Filipinos with a recipe for ramyeon using the ingredients of lomi. Imagine a Korean for Germans inviting celebrants to drink soju alongside beer in Oktoberfest. Imagine a Korean for Thais organizing prayer visits to Buddhist temples in Chiang Mai. The possibilities are endless, and it is noteworthy that no language, in a singular regulated standard, has ever done that on a massive scale. The big languages are multicentric; the Korean language has one center – Korea, which simply happens to be everywhere in the world through its people. Transcending borders, Korea is where Koreans are. By this proposal, language instruction and cultural exchange will be feasible, immediate, and practical. More importantly, it is a triumph for humanity. Because just as Korea extends its hand to invite the world to the Republic of Korea, the rest of the world will be taught how to extend their hands to their Korean peers who are finding their way in the world, hopefully making their sojourn in the host country more meaningful.
My studies of Korean have also taught me that Korean language education has a tradition of providing access. In a time when Korean was written in Chinese characters, the ruling class kept the education of these characters to themselves to maintain their status and privilege. The Great King Sejong, a man of the people, created Hangul in secret to make literature accessible to the common folk. Mass illiteracy was cured, and Korea never looked back. It is incumbent upon Korean educators to admit that Korea is everywhere by depicting scenarios that take place between Koreans and non-Koreans set in the host country. Where Sejong Daewang democratized, present-day Korean educators must globalize.
Not every person will walk the streets of Seoul, but every person will eventually have to direct some Koreans how to commute from A to B, how to bargain with a hawker, and how to access a host country's public services. In the process, a specific policy of the Korean Ministry of Foreign Affairs will be fulfilled: Strengthening the protection of Korean nationals traveling abroad and expanding support of overseas Koreans. The same is true for a specific policy of the Korean Ministry of Education: Korean Education that Harmonizes with the World. To open these doors more widely, designing language materials as "Korean for" is key. Non-Koreans will also get to be catalysts in these initiatives. Understanding Korea is achieved by inviting non-Koreans to immerse themselves in Korean communities everywhere. Understanding Korea is accomplished without necessarily expending for travel to the Republic of Korea.
Should this proposal be upheld, the Korean example will be a model for educating nationals of a host country to break barriers between identities and to foster sincere connections at the personal level, with language as an instrument. At long last, that has become my reason for learning languages. Hopefully, it will also be a universal reason for teaching them.
[Grand Prize]
Renz Alrec Recamadas Alinas
(Country of Activity : Philippines)
Renz Alrec Recamadas Alinas
(Country of Activity : Philippines)
