Abstract
This study aims to analyse the incorporation of multicultural education (ME) elements in the content and objectives of “Standard Korean”, a textbook series for primary students in the 2017 Korean curriculum. The criteria for content analysis of ME include rules/etiquette; intercultural understanding; utilisation of culture as a tool; Korean culture-centred; and others. The textbook strongly emphasises the understanding of the cultural background of Korea as a key content element. Activity analysis was conducted based on three criteria derived from content analysis: comprehension, experiential learning, and internalisation. The activities predominantly leaned towards a comprehensive aspect. To better address the cognitive development levels of the learners, including communication and experiential activities should be further incorporated. The reflective aspects of ME in “Standard Korean” appear to fall short of adopting a predominantly intercultural perspective overall. Korean language textbooks should evolve into customized resources capable of accommodating the diverse cultures of a variety of learners.
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