This paper conceptualises a future bilingual policy for English-medium practices in South Korean Higher Education by drawing upon research conducted in the Welsh-language context. First, autoethnography is used to provide a brief overview of the provision of Welsh-medium Instruction in Welsh Higher Education and then to critique the workings of the current neoliberal South Korean English-medium Instruction policy. Then, an account of South Korean students’ perceptions of linguistic challenges resulting from classroom practices is presented. This account is followed by an argument that the South Korean policy results in epistemic injustice. To pragmatically respond to this injustice, this study reflects on how the outcomes of a bilingual project conducted in Welsh Higher Education can suggest future directions for South Korean EMI policy.
Dylan G. Williams, ‘Cyfeiriad polisi dwyieithog Addysg Uwch De Corea yn y dyfodol: dysgu o gyd-destun y Gymraeg’ (‘Future direction for South Korean Higher Education bilingual policy: Learning from the Welsh-language context’), Gwerddon, Issue 34, October 2021, 46–67
South Korea, English-medium Instruction, epistemic injustice, multilingualism, Higher Education.