The paper presents selected aspects of critical language pedagogy that are relevant to recent developments in Korean English Education. The paper articulates the personal viewpoint of a scholar outside Korea. Particular emphasis is placed on historical background, the nature of critique, and the role of the intellectual in society. The English Divide in Korea is presented as an issue that calls for a critical perspective on English education. This is briefly analyzed from an economics of education point of view, itself an example of critical pedagogy that does not only focus on classrooms and curriculum theory. Key aspects of critical language pedagogy are sketched, with reference to precursors from Korean history and cultural forms. These precursors are also brought to bear on the role that intellectuals could play in advancing a critical perspective on English education, in Korean society, which is suggested to be a moral imperative, distinct from instrumental understandings of education.

1. INTRODUCTION
 2. ENGLISH DIVIDE
  2.1. The English Divide in Korea Should be Critiqued
  2.2. An Example of Educational Critique Addressing the English Divide
 3. A CRITICAL PERSPECTIVE IN ENGLISH EDUCATION
 4. CRITICAL LANGUAGE PEDAGOGY
  4.1. Restating Key Aspects of Critical Language Pedagogy and its Sister Fields
  4.2. Other Aspects of Critical Pedagogy: Confucius and Silhak Scholars asExamples of the Public Intellectual
  4.3. A Moral Rather than an Instrumental Orientation is Needed in ELTEducation
  4.4. Roles and Identities for Teachers and Intellectuals in Korea
 5. CONCLUSION
 REFERENCES

• Graham Crookes(University of Hawai’i)