This study intends to analyze the status of Korean language education provided by Korean schools at overseas Korean Education Centers and Korean schools in regions overseen by the Centers, from which policy implications are drawn on ways to facilitate...
This study intends to analyze the status of Korean language education provided by Korean schools at overseas Korean Education Centers and Korean schools in regions overseen by the Centers, from which policy implications are drawn on ways to facilitate the overseas education of the Korean language.
For the purpose, a pre-survey study was conducted on the current status of overseas Korean education and the problems of Korean language education provided by overseas Korean education institutions. The programs of Korean Language Education Centers at the Sejong Institute and Baejae University, which are both overseas Korean language centers, were also surveyed. The pre-study also looked into cases of foreign language study programs in Korea, including the Chinese Confucius Institute, an initiative to globalize the Chinese language, and Alliance Francaise, an institute that has been offering systemized French education in Korea for over 100 years since 1883.
In addition, 197 overseas Korean education personnel including Korean school operators and directors of overseas Korean Education Centers were surveyed through questionnaires, in order to analyze the status of Korean education provided at overseas Korean educational institutions. The findings of the questionnaire survey were analyzed, and are summarized as follows:
Results of the questionnaire survey on the status of Korean language education at overseas Korean education institutions show that a larger number of institutions occupy a part of a building owned by other organizations or individuals, rather than establishing their own separate buildings. In terms of teacher status, 30.2 percent of all incumbent Korean language instructors are those without a teachers' certificate. Approximately 95.9 percent of institutions use teaching material sent from Korea, with occasional amendments/supplementations added to such textbooks when necessary. At institutions in Japan, the Korean language is most widely used for class instruction, while Japanese is used to supplement the instruction. In Russia and CIS countries, the countries' mother tongue is more widely used as the major tool of class instruction, with the Korean language being used as a supplement. A common demand identified across all institutions is that the current common teaching material, sent from Korea, should be replaced by new self-written local textbooks, which better reflect the requirements and circumstances of each local setting. In terms of student satisfaction on Korean language education, 51.8 percent replied that they were satisfied, versus 48.2 percent who were unsatisfied. The main reasons of unsatisfaction are indicated in the order of poor education facilities, insufficient quality of teachers, and inadequate study material. When asked about the measures need to address these problems, 40.6 percent identified the recruitment of qualified teachers as the most urgent necessity. Approximately 24.4 percent indicated the need to publish study material tailored to local needs, while 23.9 percent pointed out the need to provide better educational facilities.
In short, the survey findings show that while the educational demand of overseas Koreans and foreigners to learn the Korean language is on the increase, overseas Korean education institutions yet lack adequate environments to effectively teach the language, resulting in a rather low level of learner satisfaction on current educational provisions.
Based on such findings, this dissertation sets forth a number of policy suggestions towards the facilitation of Korean language education in overseas Korean education institutions, and the provision of systemized Korean language education in foreign countries.
First, qualified teachers should be secured, those who have majored in Korean language and possess a teachers' certificate, and are also sufficiently capable of teaching Korean as a foreign language.
Second, teaching material should be self-published and distributed, ensuring that the local needs and situations are better reflected in contents.
Third, separate individual buildings should be secured for the education institutions, so that they may provide a steady and permanent Korean language education system.
Fourth, the reach of overseas Korean education institutions should be extended, so as to provide more foreigners with Korean language education.
Fifth, Korean language providers that are currently operating in foreign countries should be integrated into Korean education institutions, while government functions that support such institutions should be integrated into the Ministry of Education & Human Resources Development.
본 연구는 재외동포교육기관인 재외한국교육원과 관할지역 한글학교의 한국어교육 실태를 파악하여 재외동포교육기관의 한국어교육을 활성화하기 위한 방안을 모색하고자 수행하였다.
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