What It’s Really Like at a Foreign Language High School in Korea?

Alice Kim is a senior at Gwacheon Foreign Language High School in Korea, and before that, she attended Branksome Hall Asia in Jeju for 3 years. 

Can you introduce yourself? 

Alice: Hello, my name is Alice Kim, and I’m a senior at Gwacheon Foreign Language High School. Before that, I attended Branksome Hall Asia, which is one of the international schools in Jeju with an IB curriculum. 

As you have experience in an international school and a Foreign Language High school in Korea, would you please share some differences in school life? 

Alice: First of all, attending an international school provided a wealth of activities and diverse experiences. There were numerous after-school activities, and sports-related experiences and physical education were important subjects, so it felt like being good at sports was crucial. There was also a lot of communication with teachers and group activities, so there were a lot of things to do together. There were also a lot of field trips, a bit like university. On the other hand, foreign language high schools rarely had field trips and seemed to have less interaction with teachers. Furthermore, since most students worked on their own projects, there were no group activities and the variety of activities was somewhat limited.

What differences have you personally felt in your studies between these two schools? 

Alice: International schools definitely felt like they demanded a wide range of skills. Rather than memorizing, I felt like I needed to start from within and showcase who I am. This increased self-reflection helped me identify areas where I needed to improve. Furthermore, assessments weren’t limited to a set period of time; they were conducted consistently throughout the year. Furthermore, there were numerous presentations where students had to share their thoughts. In contrast, foreign language high schools seemed to prioritize doing well on exams. Rather than focusing on individual strengths or interests, the study schedule was clearly defined, based on textbooks and workbooks. Because the assessment was based on a single exam, there seemed to be little time for self-reflection. Furthermore, memorization and mastery of the school’s prescribed subjects seemed to be paramount.

How would you compare and contrast the two types of schools based on the experiences above?

Alice: I think international schools offer more to do. While I’m expected to think independently, foreign language high schools don’t require me to express my own thoughts beyond diligently solving workbooks and reading textbooks. Coming to foreign language high schools was a bit challenging because, unlike international schools, my own opinions weren’t allowed to enter the equation. If I diligently read and practiced a lot, my grades improved. However, there were some things at international schools that I couldn’t achieve no matter how hard I tried, so I often wondered if I could do it. However, there were far more opportunities to interact with people than at foreign language high schools, which really helped my conversational skills. However, foreign language high schools focused more on theory than memorizing grammar and content from books.

Alice’s journey across two very different educational systems highlights the ways in which school environments can shape not only academic habits, but also personal growth and perspectives. At Branksome Hall Asia, the international school’s emphasis on self-reflection, presentations, and diverse activities encouraged her to develop independence and confidence in expressing her ideas. In contrast, Gwacheon Foreign Language High School demanded discipline, focus, and mastery of structured academic content, leaving little room for individual voice but sharpening her ability to work rigorously toward clear goals. Together, these experiences have given Alice a unique vantage point: she understands both the freedom and challenges of inquiry-based learning and the precision and intensity of exam-centered study. Her reflections remind us that education is not one-size-fits-all, and by navigating both systems, she has gained resilience and adaptability that will serve her well beyond the classroom.