There is Koreans in the Classroom! Kwon, Chun Hak
Last April, after going through the whole immigration process, I settled down in Toronto. As I became an immigrant later in my life, I notice differences between cities in Korea and cities in Canada. To me, even the people I meet in streets seem different. I was left alone in these two different cultures. But, as an immigrant, I must accept my fate as an immigrant. For daily communication with outside world, I need the language: English. I must overcome my language barrier in order to settle in this unfamiliar place. Starting from last June, I decided to take free ESL course for newcomers at St. Stephan house near Kensington market. I was placed in level 2 class. I was the only Korean in my classroom and Chinese immigrants filled the entire classroom. Being the only Korean person (1% Korean, 99% Chinese) and experiencing glass ceiling in the classroom, I learned a lesson that I have not thought before. I realized the importance of raising my voice as a Korean person in my school. The school was filled with not only with Chinese students and office staffs, but the teachers were also Chinese, with two exceptions. The school was run by, and for Chinese people with Chinese mandates. I had problems communicating with classmates because of their Chinese accent. Maybe I had these problems because I had been placed in lower level class. Chinese dominated English in this school. I heard Chinese in the hall, in class, during break times, and even during class. I was sometimes interrupted by chatting in Chinese during the class. I thought this was because school was the place where students meet and communicate; however, I still felt uncomfortable about the over domination of Chinese people in school. I tried my best not to be left behind socially; inside, I also tried to maintain my dignity and identity as Korean. One day, an office staff came to the classroom and started to speak in Chinese without hesitation. At that moment, I found something boiling in my heart. I raised my hand and requested with my poor English, “There are Koreans in this classroom and indeed, I am Korean. You need to speak in English, not Chinese. Or you need to speak in Korean after speaking in Chinese. I could not understand the message you want me to hear.” He apologized and started to speak in English again. Similar incidents have repeated several times. Although I know I was receiving uncomfortable glances from my classmates, I could not stop raising my opinion about the Chinese announcements in school. Although I was the only Korean student, I was in school and I am Korean. I cannot be Chinese. I once had an opportunity to go a field trip in school, and the teacher from a different class joined our class’ bus. This Chinese teacher briefly looked around a bus, and started to explain the schedule in Chinese. I raised my hand again. I requested that the announcement be made in English, or to speak in Korean after speaking in Chinese. He apologized and started to speak in English. Many Chinese students got used to my behaviour. When I speak my opinion, it sets the classroom in a roar; on the other hand, I realized some students take offensive with my stand‐out behaviour, but I did not stop. In order to be treated equally and fairly, I have to go through these embarrassing moments. Because of my actions, the office staff became friendlier to me. Now when the office staff persons come to the classroom to give a public message, they first address me. They say they would speak in English first, and then speak Chinese version of the message. one day, the manager came to me and gave me information about Korean Senior club just for me. He said I would get support from the club. I gracefully thanked the manager about the message, but in fact, I was fully delighted to be informed. I was happy that the school started to take minority groups’ matters into consideration. When I heard the information about Senior Club, I was encouraged that my little action can bring a significant result to the administrators, students, and teachers in the school. According to a staff person at the club, many Koreans do not raise their voice but instead they only receive what is provided to them. These passive actions could lead to undervaluing Korean dignity and existence. In other words, other ethnic groups start to replace programs and jobs that are initially designed for Koreans. This vicious cycle finally leads to reduce jobs and benefits for Koreans. As a result, we need to raise our voice as Koreans and raise our consciousness about Koreans and Korean heritage. Through my experiences with ESL language class, I learn how important it is to raise my voice as a Korean person and to maintain my Korean identity.
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