Abstract

The Democratic Republic of Korea's English education business is thriving, with approximately six billion USD per year spent on private English education alone. This study investigated 117 Native English Teachers (NETs) to examine their culture teaching in the classroom and how they themselves adjust to Korea. Culture teaching is classified into “Big C” culture and “small c” culture. A cross-sectional analysis of three time-stay groups was used for the NETs: less than two years, from two to five years, and more than five years of teaching in Korea. Correspondence analysis of the three time-stay periods is used to illustrate the results. Results indicated that the more time a NET was in Korea, he/she did more Big C culture teaching, less small c culture teaching, and had adapted to Korea either very well, or had rejected it.