Alongside the growth in worldwide attention of Korean language as a foreign language and culture, the demand to learn Korean for practical purposes has been on the rise as well. Also, employers of the international community are now looking for candid...
Alongside the growth in worldwide attention of Korean language as a foreign language and culture, the demand to learn Korean for practical purposes has been on the rise as well. Also, employers of the international community are now looking for candidates who are fluent in Korean. It is noteworthy that, compared to foreigners, overseas Koreans exhibit a better potential when learning Korean due to their family background and growth environment. Hence, a curriculum that allows overseas Koreans to utilize their potential assets and to fully exercise their abilities seems necessary. Based on such necessity, the purpose of this is to develop a curriculum of Korean language as a foreign language for the training of Korean specialists targeting Korean Americans.
The organization and operation of a curriculum of Korean language as a foreign language in American universities have been dealt with in Chapter 2. The organization of the curriculum was examined more closely, dealing with the factors of a curriculum including objective, content, method, and evaluation. Most of the schools had classes set up based on the learner’s level. With the objective of learning Korean language as a foreign language and Korean-related knowledge, the schools offer level-based activities on the 4 skills of language, various Korean literature, vocabulary, grammar, history, philosophy, religion, and media as the contents of education. For the proper delivery of knowledge, different education methods are applied based on the learner’s level. Some of the commonly used methods include lecture and discussion, reading, s, presentations, role playing, visual education, training exercise, and personal study and research. The level of the learner is evaluated before, during, and after education and feedback is given. Such organization of curriculums in American universities are mostly intended for non-heritage learners, focusing on learning all language functions at similar levels, and is not suitable for heritage learners who show a high difference in ability between different language skills.
As for the operation of a curriculums of Korean language as a foreign language in American universities, we examined whether a separate class was setup for overseas Koreans, as well as class classification, class hours and distribution, connectivity between classes, and the proportion of classes. While some schools had a separate course setup for Korean Americans or had limitations in signing up for classes, others had separated measures for evaluation only. Class classification varied for each school, while most schools, in common, did not open classes for highest level or above due to the lack of demand. The classes of Korean language as a foreign language showed high connectivity between the different levels, however, connectivity in Korean culture and Korean-related classes were surprisingly low. As for class proportions, more weight was given to Korean language as a foreign language than Korean culture in most cases. In order to cultivate Korean American learners into Korean Language specialists demanded in society, highest level classes need to be opened and a separate curriculum that can incorporate their Korean Language ability and learning capability must be provided. Additionally, by integrating classes on Korean culture with calsses of Korean language as a foreign language, learners should acquire sufficient background knowledge in order for the cultivation of specialists not only fluent in Korean Language but also erudite on Korea.
In chapter 3, we developed and proposed a new curriculum, incorporating the characteristics of Korean American learners, as a solution to the drawbacks in the current curriculums of Korean language as a foreign language of American universities. The curriculum was classified by language skills based on the difference in ability between Korean American learners, and grammar, which most learners find difficult, was naturally taught side by side with other language skills. The cultural elements were also systematically integrated with language learning as well.
The objective of the curriculum was separated into the Korean language as a foreign languge and Korean culture criteria. Contents were selected based on the suitability in achieving the objectives and includes actuality, knowledge, skills and strategy, and attitude for each criteria. Different education methods and evaluation methods were proposed for each criterion and level.
As for the operation of the curriculum, class classification, connectivity between classes, and class proportion were considered. 6 different levels of classes were setup along with 4 remedial education and maintenance classes, constituting a total of 10 steps. Additionally, classes of Korean language as a foreign language were connected with Korean culture classes so that as the learner’s Korean language ability improves, a higher level Korean culture education is provided. Therefore, in the initial stages of education, the proportion of classes of Korean language as a foreign language is higher with Korean culture taught for interest purposes only, however, in the following stages, the proportion and difficulty of Korean culture classes gradually increase.
The curriculum of Korean language as a foreign language proposed in this for the purpose of training Korean language specialists targeting Korean Americans does not only intend to improve linguistic abilities, but also to encourage Korean American learners to utilize their assets and to gain a sense of pride.
However, since the proposed curriculum has not yet been applied on-site, it holds the limitation that it has not gone through the last stages of development including application and revision. Additionally, practical application of the proposed curriculum is difficult to achieve due to the shortage in demand of Korean American learners and therefore faces many obstacles in establishing a curriculum, securing professors, and publishing teaching materials. Further research is necessary to examine, not only Korean Americans, but the total number of overseas Koreans who wish to become Korean language specialists, and a more extensive research and analysis of their Korean language ability and learning capability must follow.
Hereafter, with the growth in social, academic interest in Korean Americans and overseas Koreans, as well as through political support, we anticipate for the effective realization of research outcomes in the educational field and for overseas Koreans to function as treasured minds world wide.
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