This research aims to look into the current situation of Korean education at overseas Korean schools by a case analysis of the Singapore Korean School. futhermore this research suggests ideas of the educational program targeted to a student whose prof...
This research aims to look into the current situation of Korean education at overseas Korean schools by a case analysis of the Singapore Korean School. futhermore this research suggests ideas of the educational program targeted to a student whose proficiency in Korean is considerably limited compared to one at a general class.
Recently, the issue of overseas-resident-oriented Korean education is coming to the fore. However, foreign sites of teaching and learning the Korean language suffer problems in that they are not systematically backed up in its curriculum, teacher, teaching method, or administrative and financial support.
This research focuses on students who study Korean at approximately thirty Korean schools distributed in fifteen countries. It attempts to grasp their actual and painful situation and find desirable solutions. This research uses term ‘Korean-learning maladjusted students in overseas Korean schools' to refer to students who haven't adjusted to their school environment and subject learning for innate reasons or due to the shortage of abilities of communication in basic Korean and who do not cognitively and emotionally adapt themselves to them in that student-specific programs are not supplied by overseas Korean schools, and so this research attempts to create a program for these students.
In order to find directions of Korean education program such as goal, principle, content and management, this research sets up the following four research questions, structures the data collected based on the questions, and estimates these data by taking quantitative and qualitative approaches.
(i) What are the abilities of the Korean language and characteristics of students who do not adjust well to Korean learning in overseas Korean schools?
(ii) What is the actual situation of Korean education at Singapore Korean School?
(iii) What do Singapore Korean School students, parents and teachers think about the current curriculum of Korean education?
(iv) What are directions of Korean education program (e.g. goal, principle, content and management) for overseas Korean school students who do not adapt themselves to Korean education programs.
First of all, I reviewed previous studies on overseas-resident Korean education and the Korean Study Program (KSL) targeted for students of homecoming special classes and multicultural families to establish a theoretical framework. I used tests to grasp their proficiency in Korean. In order to look into the actual state of Korean education in Singapore Korean School, I conducted interviews with students, parents and teachers and carry out a survey targeting them. Furthermore, I analyzed their characteristics from domains of cognition and definition together with qualitative studies based on a 2-year teaching experience in Singapore Korean School.
I investigated the satisfaction of Singapore Korean School's members on overall educational activities (e.g. school hours per week, educational contents, curriculum, teaching materials, teaching and learning methods, and evaluation) and analyze their needs. From this, the following problems of local education are derived.
1) Singapore Korean School does not operate a specific program that fits Korean-learning maladjusted students. It uses the same text books and teaching methods as domestic ones and conducts integrated courses at general classes which students with the same age belong to. So, the relevant students are not motivated to taken an internal interest in Korean learning. Moreover, their depression of subject learning and emotional maladjustment are rarely improved.
2) Singapore Korean School's teachers, parents, and management executives do not have resolute views on education. This causes conflicts among them and reproduces problems of Korean-learning maladjusted students on an enlarged scale. That is, the conflicted two views revises the curriculum annually and the systematic measure to students is not accomplished: (1) view on Korean-conservation-oriented language education for cultivating a national identity and mastering a native language and (2) view on entrance to an advanced school or on bilingual education which emphasizes foreign languages (e.g. English, Chinese, etc.) taking advantage of the local stay.
Thus, this research adopts 'the lack of custom-made program' from educational problems of Korean-learning maladjusted students in overseas Korean schools and suggests a Korean education program which not only reflects its improvements but also has a desirable standard. General Korean education programs mainly aim to cultivate the ability of Korean communication in daily life. Contrary to this, the purposes of the planned program are threefold. The first one is to increase cognitive and academic linguistic abilities for adaptation to, and participation in, subject classes. The second one is to improve abilities of multicultural communication for reacting properly to Korean and local cultural situations by comparing adaptation to Korean society and culture with circumstances of the country in which the relevant students reside. The third one is to cultivate bilingual abilities for enjoying Korean leaning all their life and speaking Korean and the native language fluently.
This research sets up the direction of planning program from viewpoints of 'contents of teaching and learning', 'activities of learners', 'activities of teachers', and 'estimation of learning', forms contents and the system of program by establishing its fundamental by 'learner-oriented', 'integration-and-meaning-oriented', 'strategy-oriented', 'process-oriented', and 'in-pursuit-of-bilingual-ability' standards, and suggests the local operation procedure or its concrete application.
The program suggested by this research is the beginning level to create a systematic educational program for learners who have difficulty in learning the Korean language in overseas Korean schools. In conclusion, this research has a significance in that we seek a concrete and substantial solution based on observations and experiences as a teacher of the overseas educational institution which implies complicated problems in cites of education. The case analysis of Singapore Korean School is expected to contribute to grasping the actual state of Korean education in overseas Korean schools and to vitalizing interests in Korean-learning maladjusted students of other overseas Korean schools in similar situations and discussions on programs that fit those students.
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