In this blog post, I will summarize my academic experiences and school activities during high school, examples of how I practiced compassion and sharing, and the steps I’ve taken to prepare for a career as a translator and interpreter.
Academic Experiences and Reflections
The Advanced English Reading course I took during my sophomore year of high school served as a major source of motivation for me, as I aspired to study English literature and pursue a career in translation and interpretation. The class involved many group projects where we read and discussed various English articles with a native English-speaking teacher, and I had the opportunity to create and present English materials related to my career path. While many of my peers had not yet decided on a specific career path, I was able to immerse myself more actively in preparing for the presentation because my goal of becoming a “translator” was clear.
During the presentation, I explained in English the kind of translator I aspire to be and the goals I aim to achieve, and I carefully outlined a detailed learning roadmap—such as enrolling in a program related to English translation and interpretation and obtaining professional certifications. Previously, I lacked confidence in learning foreign languages, so my dream of becoming a translator felt overwhelming. However, through repeated practice in the class—carefully analyzing sentence structure and context—I gradually gained courage and confidence in all areas of reading, speaking, and writing.
Beyond class, conversations with native-speaking teachers and brief interactions during breaks made using English in real-life situations enjoyable, and the advanced English reading course gave me the opportunity to engage with more complex sentences—going beyond simple basic sentence exercises—which significantly improved my English proficiency. Later, I overcame my fear of English by attempting to interpret challenging articles from media outlets such as CNN on my own, an experience that remains a valuable asset in helping me clarify my career path.
Major School Activities and Reflections
With the goal of becoming an English interpreter and translator, I strove to build my English proficiency and cultural awareness in various ways at school. In particular, I sought to familiarize myself with real-world English-speaking environments through interactions with native English-speaking teachers, and I participated in a school competition where I researched and presented on the subtle cultural differences between the UK and the US, introducing my friends to the etiquette and manners required in the international community. During my research, I learned that seemingly trivial expressions—such as finger gestures—can carry entirely different meanings depending on the cultural context, and I realized the importance of respecting cultural differences.
For example, I learned that extending the middle finger is a clear insult, and that the “O” shape made with the thumb and index finger—which is used in Korea to mean “I understand”—can be interpreted as a severe insult in some South American countries. Furthermore, as I researched how my perspective, shaped by American culture, might clash with British culture, I came to understand the differences in language, emotions, and historical context between the two countries. This experience reaffirmed for me just how crucial cultural sensitivity is for an interpreter and translator.
Another meaningful experience was volunteering as a campus guide during a visit by international students from partner schools. Every year, international students from our partner universities stay in the dorms for three nights and four days to experience the Korean education system and our school’s programs. I joined them to give campus tours and communicate in English, hoping to improve my everyday conversational skills.
Although I was initially worried about feeling awkward, my conversations with the visiting students—who expressed surprise as they compared the educational environments in the U.S. and Korea—actually instilled confidence in me. By introducing various parts of the campus in English, I was able to naturally develop my explanatory skills and cultural exchange abilities, and this hands-on experience was a great help in acquiring the practical instincts necessary for a future career as an interpreter and translator.
Examples of Compassion, Sharing, and Cooperation, and My Reflections
My involvement in the English education volunteer club was an experience that allowed me to share my English skills while also prompting me to reflect on social issues. Having studied English consistently since childhood, I was confident in my reading comprehension and grammar skills; however, I felt deeply saddened upon realizing that access to English education in our society varies significantly depending on a family’s income or educational background. To help bridge this gap, I joined the school’s English education volunteer club and regularly visited a local children’s center to conduct English classes.
Once a week, as the lead teacher, I planned game-based lessons to help the children become familiar with English. I created game kits using English words and compiled a collection of vocabulary words to structure the lessons around games, focusing on sparking the children’s interest so they wouldn’t perceive English as “difficult.” Balancing lesson preparation with my busy school life and academic workload was by no means easy, but seeing the children eagerly count down the days until my classes was deeply rewarding.
As time went on, watching the children develop an interest in English and gain confidence made me realize just how meaningful it is to share my talents. Through this experience, I came to understand that “giving back” is an important value in life, and I firmly resolved to continue volunteering in English education for underprivileged children—donating my talents—even after I become a translator and interpreter.
Efforts and Preparation Related to Motivation for Application and Career Plans
Hankuk University of Foreign Studies is well-known for its high proportion of international students and excellent foreign language education programs, making it my goal as someone aspiring to become an interpreter and translator. Since childhood, I have dreamed of becoming an interpreter and translator, teaching myself various foreign languages—including English, Chinese, and Spanish—and have consistently made self-directed efforts to improve my skills without relying on private tutoring.
In particular, I actively utilized cultural content—such as British and American TV dramas, movies, and pop songs—to develop an international perspective and understand linguistic nuances and trends. For example, I applied a self-directed learning method using scripts from American TV dramas: first, I turned on the subtitles to grasp the content, then analyzed the pronunciation, word choice, and sentence flow; on the second viewing, I turned off the subtitles, took notes, and studied to commit the material to long-term memory. On the third viewing, I repeated speaking practice by repeating the lines without subtitles and transcribing them by hand.
Through this repetitive learning, I was able to internalize American intonation, accents, and everyday expressions. I compiled the expressions I discovered during my studies into a bound book and reviewed them regularly during commutes or whenever I had a spare moment. Through the specialized interpretation and translation program at Hankuk University of Foreign Studies, I aspire to grow into an interpreter and translator equipped with deeper professional knowledge and practical skills. After graduation, I aim to serve as a professional interpreter and translator on the international stage, bridging diverse cultural communities, and to that end, I plan to gain in-depth education and practical experience at the university.
