The results from the ideological analysis of these two sets of narratives provide insight into how people in an intercultural relationship enact aspects of an overarching ideology. The ideology of English is a strong mental framework that favors English language skills over any other language skills, specifically the ability to converse in English ( Phillipson, 1992; Root, 2009 ). As depicted through this data, both Korean student and foreign teachers participate in this hegemonic ideology by reinforcing the necessity for student to work hard, to practice speaking, and learn native speakers of English. At the same time, the participants also show signs of questioning and doubting this ideology. As one student articulated: “ I don’t have any reason to go overseas and my school does not require students to take conversation exams, so why go to a prep school and learn English?” (SS 2). NESTs, on the other hand, might question their privilege within their job position, as this one teacher demonstrates: “Do students act out of obligation or because they want to? How much is it that students have to curry favor with me?” ( TS 3). While the opposition to the ideology of English appears of to be less of a factor than the total picture of upholding of the ideology, the presence of opposition allows for a more complete picture of the situation.