ABSTRACT
This study examines the multicultural education involved in the reformed English language policy in 2011 in Korea from a post-structural perspective. Post-structuralism allows educators to discover what has been assumed, what does not exist, and what has been intended in the policy. The new policy highlights globalization and multiculturalism as the reasons why Korean students improve their English skills (Chang, 2009). Based on the analysis of the policy, a transformative pedagogy, as a supportive pedagogical teaching strategy, is discussed for all students in Korean academic contexts.
Keywords: Korea, English language, Education policy, Multiculturalism, Transformative pedagogy, Post-structuralism, Globalization.