Teaching Korean as a Foreign Language: Theories and Practices

Abstract

This edited volume is a collective effort from scholars specializing in Korean as a foreign language (KFL) research, providing guidelines for how to teach and conduct research in KFL contexts. KFL has emerged as a growing academic field over the past three decades along with the fields of second language (L2) and foreign language studies. As Korean is now the fastest-growing foreign language in North America (Looney & Lusin, 2019), Korean language programs are faced with new opportunities and challenges to address expanding and diverse student populations. Teaching Korean as a Foreign Language: Theories and Practices, edited by Young-mee Yu Cho, addresses key issues regarding KFL research and teaching and presents the findings through concrete examples specific to KFL contexts. Previous publications have surveyed the KFL field with different foci: a historical overview of the development of KFL in the United States (Byon, 2008); K-16 schools and foreign language education (Choi, 2016); language learning at Korean community schools (Lee et al., 2000); and heritage language education in the United States (Lee & Shin, 2008). Building on and expanding these areas, this edited volume identifies a range of key issues in KFL and presents new empirical research studies and conceptual frameworks. Each chapter contains a detailed discussion of theoretical considerations pertaining to KFL and the pedagogical implications thereof. The book offers a detailed overview of the field and raises diverse issues involved with KFL research and education.The book consists of two parts. The first section is composed of eight chapters discussing key topics in KFL pedagogy, which I discuss in detail below. The second section is an annotated bibliography listing peer-reviewed journal articles (495) and doctoral dissertations (29) related to the eight chapters in Part One.Chapter 1 opens by highlighting the importance of connecting second language acquisition (SLA) theories and practices. This chapter provides a comprehensive understanding of SLA as a theoretical framework and its contributions to language pedagogy. The fundamental constructs such as first language (L1) and L2 development are situated within historical perspectives. This chapter confirms the direct connection between SLA research and language teaching, which expands the existing scope of research that mostly investigates specific linguistic features. Drawing on these principles, Chapter 2 offers guidelines on language teaching methods including communicative language teaching (Howatt, 1984), task-based language teaching (TBLT), content-based instruction, and technology-enhanced language instruction. Issues including the design, application, and assessment associated with each method were reviewed. In particular, topics related to TBLT from the rationale of the approach (Long, 2016) to designing a curriculum (Ellis, 1997), implementing a task in class (Bygate et al., 2015), and assessment (Norris, 2009) are discussed. The introduction of the solid example of a TBLT curriculum of the Korean Flagship Program in the University of Hawai‘i at Mānoa and the target task types (Kong, 2012) made readers picture how the approach is realized in the institution.Chapters 3 and 4 discuss the social aspects of language learning and teaching. Chapter 3 evaluates various types of linguistic, pragmatic, and cultural resources for developing interactional competence in Korean. This chapter focuses specifically on how areas including managing topics and references, organizing discourse, and performing social actions are related to interactive competence and various social actions in Korean. Pedagogical strategies and student activities for practicing social and pragmatic functions of language are also introduced for teaching. The complex nature of implementing “culture” in language teaching is discussed with a focus on Korean society and issues of identity as well as the use of advertisement. This chapter suggests a pedagogy of culture through a critical assessment of intercultural competence and the complexity of language and culture in Korean contexts (e.g., Choo, 1999). Ultimately, the authors argue for increased attention to the integration of culture in foreign language education. The skills to integrate culture and sociolinguistic competence in KFL classrooms are presented in Chapter 4.Chapters 5 and 6 tackle issues arising from multilingualism in the classroom. Turning to the topic of heritage language learners (HLL) in KFL education, Chapter 5 describes the characteristics of heritage learners and discusses their complex linguistic and cultural profiles (Kim, 2012), needs, and identities, offering pedagogical approaches in the KFL context. Suggestions for classroom teaching and curriculum development for Korean HLL are also provided. This chapter notes the change in Korean HLL demographics (e.g., third-generation Korean-Americans) and subgroups of heritage learners (e.g., Kim, 2008) and calls for more empirical classroom research. Chapter 6 introduces multiliteracies and multimodalities in KFL teaching. Beginning with the notions of literacy and multiliteracies in language education (Bull & Anstey, 2019; Gee, 2015), this chapter highlights multifaceted approaches to literacy and the importance of a wide range of meaning-making activities (Paesani, 2018). It also shows how teachers incorporate these expanded scopes, which include multiple modes and digital literacy, beyond teaching, reading, and writing.The next topic discussed in this volume is assessment. Chapter 7 starts by examining the standardized Korean proficiency tests (TOPIK, Korean SAT Subject Test, and the OPI), analyzing the development and use of these tests for diverse learners. The authors propose classroom-based language assessment as well as alternative test options for KFL teachers. Broader issues of program building and professional development are also discussed. Concluding the first section of the book, Chapter 8 looks at the history and developing characteristics of KFL programs in North America. This chapter also encompasses concerns around KFL in K-12 education and discusses both macro (national standards for Korean language education) and micro (local concerns and needs in curriculum) issues in program building and curriculum development. Practical matters regarding teacher training and program evaluation in KFL are deliberated as well. Overall, each chapter equips the reader with a theoretical background of the topic, provides a range of KFL data and analyses, and deliberates on pedagogic implications and future inquiries. One of the strengths of this volume is that each chapter concludes with discussion questions, which can promote the readers’ critical understanding of the concepts and appeal to individual readers by situating the key issues in their teaching or research contexts.The second part of the book consists of an annotated bibliography comprising 500 entries from 31 peer-reviewed journals specializing in foreign language teaching and learning. It is not just a list of the references in the chapters. This bibliography presents popular research topics and current trends in KFL research. In addition, qualitatively, the later part of the chapter analyzes changes in major research foci over time. There has been growth in research about HLL, the emerging field of intercultural competencies, and digital tools of communication. This annotated bibliography is a collection that guides productive future research.This edited volume makes two major contributions to the KFL field. The analysis of the current state of the field is crucial to determine its future direction and development. However, it does not stop there, but also highlights emerging topics. This will enable practitioners to develop KFL as an established discipline in the future. Second, this book provides comprehensive references and guidelines to the readers by providing a wide range of topics in KFL. Although this volume suggests that it is necessary to consider the development of KFL as a distinctive field, more evidence and stronger arguments could have supported this by incorporating the discussion of theories and practices in other foreign language fields.The chapters of this book will be helpful for KFL teachers (both pre- and in-service teachers), curriculum developers, and researchers of foreign language learning. This book offers theoretical considerations and practical implications to KFL educators and researchers, equipping them with well-balanced teaching and research tools. The overall discussion is connected to larger questions of how we bring theories to our teaching, and how the findings of empirical classroom research will empower KFL educators and learners to develop a comprehensive world of learning.