• Cross-Cultural Studies
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• v.29
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• pp.367-389
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• 2012

The aim of this paper is to briefly consider the present state regarding Korean language education for multicultural family members, and to consider the outcomes produced so far. Married woman immigrants and their children must be one of the most significant groups for Korean language education in terms of their huge number and their roles and meanings in Korean society. In order to uplift the Korean communicative ability for multicultural family members, an effective operating system for Korean language education is needed, and also live and efficient Korean language instruction must be given by capable Korean language teachers with adequate teaching materials. A customized Korean language education must also be offered based on researches about the characteristics of multicultural family members as "Korean language learners". Korean language education for married woman immigrants has almost been set up in some extent, in terms of teaching materials and the teacher training system. Therefore, an efficient operating system must be constructed so that the developed teaching materials can be actively utilized in the site of Korean language education. A periodical retraining of Korean language teachers for multicultural family members is also necessary for the improvement of Korean language teaching efficiency. However, Korean language education for multicultural children is still in its infancy due to its late start-up. By the support of the Korean government, the curriculum of Korean language education has recently been fixed, KSL text books are being developed, and a diagnostic tool for evaluating their Korean language ability is now in progress. Many continuing concerns and support must still be provided for the improvement of their Korean language ability and fostering them as competitive and capable of speaking Korean.

• Journal of the Korean Home Economics Association
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• v.39 no.11
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• pp.175-192
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• 2001

This study investigated the relationships between inter-cultural experience and socio-psychological adjustment to the current life among children who have refilmed from living abroad. The subject of research consisted of 102 boys and 110 girls from fourth grade through sixth grade who returned to their home country after living in a foreign correlation Data were collected from 5 elementary schools in Seoul. Descriptive statistics, t-tests, correlation analysis and regression were used for data analysis. The results of children's social-psychological adjustment were represented by 3 categories: school/friend relationship, stress/strain and language/learning. The following are the summarized results; First, girl students were more likely to adapt to school/friend relationships in Korea and had lower stress/strain than boys. Second, the children having shorter period of residence in foreign county, lower adaptation ability to different culture and extrovert personality showed higher socio-psychological adjustments after returning to Korea. Third, the adjustment to school/friends was influenced by period of residency in the foreign county, the experience of different culture, and extrovert personality. The experience of different culture and extrovert personality effected stress/strain, and the adjustments to language/learning were influenced only by the ewperiecne of different culture. Lastly, the experience of different culture was the most important variable influencing all 3 categories of socio-psychological adjustments.

• Korean Linguistics
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• v.77
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• pp.95-124
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• 2017

The purpose of this study is to examine aspects and causes of the change and disappearance in the Gangneung dialect vocabulary about costume. A typical example of linguistic factors that influence the change of costume vocabulary is competition with the standard language. However, costume as culture has a more powerful effect than linguistic factor. For example, the following factors lead to the disappearance: the disappearance of the referent, the inherent characteristics of the costume, the introduction of the new culture, and the change in values about costume.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.529-535
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• 2021

The purpose of this study is to reveal the causal relationship between the demographic characteristics of international students living in Korea and the effect of Korean language level on safety awareness. It was confirmed that there was a significant difference in all areas such as life safety awareness, fire safety awareness, and disaster safety awareness depending on the area of residence. The results to analyze the effect of Korean language expression and comprehension ability on safety consciousness are as follows. First, it was found that Korean expression ability had a positive (+) effect on life safety awareness but did not have a significant effect. Comprehension ability had a negative (-) effect on life safety awareness but did not have a significant effect. Second, it was found that Korean expression ability had a significant effect on fire safety awareness and had a positive (+) influence relationship. Finally, it was found that the Korean language expression ability had a significant effect on disaster safety awareness and had a positive (+) influence relationship. It is necessary to strengthen the awareness of safety for international students while staying and living in Korea, and when teaching Korean, Korean language comprehension education on safety-related topics as well as daily Korean must be strengthened.

• Journal of Distribution Science
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• v.3 no.2
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• pp.121-142
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• 2005

We're living in a world of one global village. The globalization of business is acceleration as more companies cross national borders to find customers, materials and money. Many foreign companies and organizations are doing their business aggressively in Korea and many Korean companies and rushing into foreign market. When people communicate for business with someone from another culture, there could be difficult communication barriers to overcome resulting from differences in their values, beliefs, norms for behavior, expectations, attitudes and so on. To do successfully business, we need to understand culture background and communication style that is different from nation, race, language. Communication barriers stemming from cultural differences may vary. Largely, they can be divided into value system, non-verbal communication, and perception process. Value system can be divided into individualism versus group orientation, avoidance of uncertainty degree, power distance, and high- context culture versus low-context culture. Also non-verbal communication method and perception process may play decisive roles in communication effectiveness. Especially nonverbal communication barriers which sometimes play more important roles than the verbal parts are composed of eye contact, gesture, kinesics, proxemics, chronemics, paralanguage and language of color Cross-cultural communication affect business situation. I expect that if we understand cultural background, and then we overcome cross-cultural communication barriers. To overcome and to adapt inter-cultural business, we need to develope curriculum on the cross-cultural education which I will study in the next paper.

• Cross-Cultural Studies
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• v.32
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• pp.133-166
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• 2013

Using the observation technique and in-depth interview, the current study compared various aspects of multicultural education between Korea and Canada and suggested the direction Korea's multicultural education needs to take. As a part of class curriculum, the researcher interviewed the representative of Ansan Foreign Center (AFC) and the president of the Kosian's House, a NGO for multicultural educations. The observations and experiences of the researcher were also used in this study. The results of the current study are as follows. First, multicultural education is provided for the minority group in Korea, whereas multiculturalism is included and taught for every student in Canada. In addition, the current multicultural education of Korea focuses on language and culture acquisition to help the students to adjust. Canada, on the other hand, focuses on accepting other cultures and ethnic equality, creating both identities as their ethnic origin and as Canadians. Second, in language educations, both countries had students enrolled in lower school years than their age. However, the differences occurred in terms of emotional support and availability of expert teachers. Third, comparing teacher's attitude towards multicultural education, Korean teachers were not free from perceiving the multicultural student as 'different', whereas Canadian teachers have been taught since little to consider multicultural students as Canadians, but accept their ethnic backgrounds. Based on the results, the current study suggested multicultural education program for the majority group, increase in number of expert language teachers and teaching assistants, and an education program to teach multiculturalism as part of an identity of humankind. The limitations and suggestions for future studies were provided afterwards.

• Journal of Korean language education
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• v.28 no.4
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• pp.221-244
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• 2017

The purpose of this study is to prepare educational contents and criteria for selecting advertisement materials by exploring the necessity of value system education in Korean culture education. Furthermore, the study aims to suggest advertisements that contain meaningful materials through the criteria among the public and commercial advertisements as of 2017. Advertisements have advantages in three aspects as they focus on current culture, cultural implications and the ease of teaching and learning. These advantages indicate the usefulness of advertisements in value education. Also, the research of Hofstede (2010), Kang (2007), and Kim et al. (2011) provide discussion regarding educational contents. Subsequently, the criteria for selecting advertisements are further developed as the main purpose of this study. The criterion are to consider the objectives of culture education, to take into account the learning situation, to find relevance between the contents of the advertisement and the contents for the value system education, and consider expressive methods of advertisements and extensibility to the activities. Next, advertisements were selected for core educational items and the list of 22 is presented according to the value system, educational contents and the criterion of the advertisements discussed in the above.

• The Journal of the Korea Contents Association
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• v.20 no.2
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• pp.277-287
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• 2020

The proportion of cultural education in Korean language education is increasing. Many researchers in Korean language education have used a variety of teaching methods and materials for cultural education, and the range of contents applied to cultural education is wide ranging from literature, drama, film, theater, and music. In addition, the results studied until recently are vast. Nevertheless, cultural education in the classroom is fragmentary and often stays one-off. Since culture is a product that is produced over time, it raises the question that it needs to be more phased, systematic and sustainable. Therefore, this study examines the existing aspects of arts and contents-based culture education, selects literature among the art contents, and presents specific class cases conducted for one semester, and implements the continuous and systematic culture education aspects. I tried to find the direction of Korean culture education.

• Journal of Korean language education
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• v.28 no.1
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• pp.113-139
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• 2017

Since the enactment of the "Framework Act on the Korean Language (herein after "Act ), researchers have focused their studies on measuring whether the Act played a huge role in providing Korean education. This can be confirmed by many, that the Act has indeed played a huge part in providing Korean language education. However, little attention was given to the validity of the education curriculum for prospective Korean language teachers as provided by the Act. Therefore, this survey has been conducted to provide an insight to teachers' perception of the Korean language curriculum for prospective teachers and will test whether such perception meets the standards in which the Act has been enacted. In this survey, we have received response on the importance of each domain and subject in the areas of Korean language education as viewed by the Korean language teachers. The results revealed the importance in the following order: Teaching Practice, Korean Linguistics, Korean Educational Linguistics, General Linguistics, and Korean Culture. These results strongly suggest that there is a need for the current curriculum, laid out by the Act, to be reconsidered to stress different levels of importance and time assignment for each category. The survey analysis shows the disparity in importance within the curriculum between the Act and the views in which the Korean language teachers perceive Korean language education. While further research is needed to confirm the analysis of this survey, this area of research will be instrumental in determining the suggestive shapes of the curriculum governed by the Act in the years to come.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.11
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• pp.81-90
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• 2016

This research examines mutual culture education in accordance with Germany's immigrant social integration policy by analyzing the National European School in Berlin. In this regard, the curricula of Joan-Miró elementary school and Finow elementary school are analyzed. Germany maintains a multicultural policy which enables immigrants to maintain their native language and identity and simultaneously integrate them into the German society. In short, maintenance of immigrants' mother tongue and immigrant students' acquisition of the German language is the core of Germany's social integration policy. The National European School in Berlin is a public school established for the sake of an educational environment in which students can not only build up language capacity, but also create a culturally mutual environment for multicultural students. The school's educational objective is mutual culture education which can integrate and maintain the cultural identity and language of multicultural students. Joan-Miró elementary school encourages mutual cultural ability and bilingual ability while preparing students for the future intelligent society, leading their independent life and self-initiated learning. Finow elementary school encourages mutual culture ability, language capacity and directional capability apart from the basic capacities that can reinforce students to become citizens in demand of the future intellectual society. Korean foreign language education needs to be practically diversified as in the case of the Germany's National European school. Also, improvement of educational environment such as students' bilingual ability, students' ability development regarding their individual characteristics, and the capability of mutual culture understanding are issues that should be urgently treated.