This study showcases an International Learning Exchange (ILE) program between North Korean (NK) refugee students in South Korea and American university students from the US. ILE programs connect two or more linguistic/ cultural groups for intercultural awareness, which provide authentic communicative environments. However, the prevalent use of English and research focus mostly on non-native English-speaking students reflect the ideology of native-speakerism embedded in ILE programs. The purpose of this study was to develop an ILE program that resists native-speakerism and to investigate its influences on native as well as non-native English-speaking students. Adopting a case-study approach, data were collected from video-taping, fieldnotes, student documents, surveys, and interviews. Findings show how the authors designed and implemented a principle-based ILE program. The responses of NK students show their growing motivation and communication ability. The responses of American students show their critical reflections on their native-speaker identities. This study offers insights into designing ILE programs based on multilingualism and translanguaging.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Native-speakerism
    2.2. International Learning Exchange
3. METHODS
    3.1. Context and Participants
    3.2. Data Collection and Analysis
    3.3. The ILE Program
4. FINDINGS AND DISCUSSIONS
    4.1. Response of North Korean students
    4.2. Response of American students
5. CONCLUSION AND IMPLICATIONS
REFERENCES

• Eun-Young Jang(Associate Professor, Graduate School of Multicultural Education, Seoul National University of Education)
• Eun-Yong Kim(Lecturer, Department of Liberal Studies, Korean Bible University) Corresponding author
• Shin Ji Kang(Professor, Department of Early, Elementary, & Reading Education, James Madison University, USA.)