The purpose of this study is to investigate the demands from native English-speaking assistant teachers, and find the items of Korean language and culture education and a relevant education plan that help to improve their communication skills to adapt...
The purpose of this study is to investigate the demands from native English-speaking assistant teachers, and find the items of Korean language and culture education and a relevant education plan that help to improve their communication skills to adapt themselves to Korean society and Korean schools, increase the efficiency of English class, and have positive thinking about Korea and promote Korea after they return to their own countries.
This work examined communication between native English-speaking assistant teachers and students and the job satisfaction and job environment of the native English-speaking assistant teachers. For this work, this researcher analyzed the demands from native English-speaking assistant teachers working in Ulsan, and chose the items of Korean language and culture education for them on the basis of Standard Curriculum of Korean Language for International Use.
As for the choice of cultural items, culture was divided into six categories: language life, everyday life, vocational life, Korean society, Korean cultural heritages, and Korean history. The six categories were divided into 23 sub-categories. After that, cultural items related to each sub-category were chosen. The cultural items suggested in this work were something needed for native English-speaking assistant teachers on the basis of the beginning level of Standard Curriculum of Korean Language for International Use. Also, in consideration of the work environment of the assistant teachers, this researcher added cultural items necessary for job performance regardless of levels of Korean language education standard.
For a plan of teaching Korean language and culture to native English-speaking assistant teachers, this researcher analyzed teaching circumstances and then proposed a teaching-learning plan through cultural experience with a step-before-learning, a learning step, and a step-after-learning, which includes the factors of cultural knowledge, cultural performance, and cultural perspectives. In addition, this work proposed a learning plan of associating with more than two cultural items according to a learning period, and suggested that Korean and English languages are allowed in class.
This work is meaningful in the points that it separated Korean language and culture education from Korean language learning circumstances and then chose cultural items that would be able to be learned by native English-speaking assistant teachers who are not in the Korean language learning circumstance, and that it found a relevant education plan. Most discussions have been made about the parallel teaching of Korean language and culture. But, this work, regardless of Korean language learning circumstances, chose cultural items that could be learned by native English-speaking assistant teachers who need to learn Korean culture. In addition, because this work chose cultural items on the basis of Standard Curriculum of Korean Language for International Use, it more increased objectivity than the studies conducted before the development of the standardized model.
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