Korean Language Class Research Articles

이집트 한국어 교육의 현황과 과제

This study examines the current status of Korean language education in Egypt and proposes improvement tasks for the development of Korean language education in Egypt in the future. Since 1994, when the Embassy of the Republic of Korea in Egypt opened a beginner Korean language class, various Korean language education institutions have been established and developed steadily. Egypt is also a leading country in Korean language education among Arab countries, but it has also experienced difficulties in the growth and development of the educational field due to regional restrictions in the Middle East and external factors. Therefore, for the future development of Korean language education in Egypt, it is also necessary to consider, analyze, and check currently. In this study, it is hoped that this study will contribute to the development of Korean language education in Egypt in the future by examining the beginning and development status of Korean language education in Egypt and presenting realistic improvement tasks.

섀도잉을 활용한 한국어 수업 사례 연구

The purpose of this study is to examine a case of Korean language classes incorporating shadowing and verify its effectiveness. In this study, shadowing classes were conducted with Myanmar learners, and the effectiveness of shadowing classes was assessed by measuring learners' Korean language speaking efficacy before and after the classes. And learner satisfaction surveys and interviews were conducted to explore learners' perceptions. The results showed that Korean language speaking efficacy improved from 2.76 to 3.37 out of 5, indicating statistically significant improvement. This suggests that shadowing classes had a positive impact on Korean speaking efficacy. The learner satisfaction survey revealed a high average rating of 4.56 out of 5 for satisfaction with shadowing classes. The question regarding the level of interest in shadowing classes received an average rating of 5, indicating that the classes sparked learners' interest. In the learner interviews, participants recognized improvements in pronunciation, intonation, and speech rate through shadowing classes. They also reported increased confidence in speaking skills and expressed that it was beneficial for their professional life.

결혼이주여성의 온라인 생활문화 쓰기 수업 사례 연구

Objectives The purpose of this study is to perform a case study of real-time online writing class for female immigrants through marriage in order to investigate the class patterns from the female immigrants perspective and to examine their cultural understanding and response by exploring the characteristics of online writing class on the topics of life and culture.
 Methods As research participants, 11 female immigrants through marriage who had been taking the basic Korean language class at ** Multicultural Family Support Center in Gyeonggi-do were recruited. After 14 sessions of class, in-depth interviews were conducted based on a semi-structured questionnaire, and the data were analyzed with an analytic induction method.
 Results First, the advantages of the real-time online writing class for female immigrants through marriage included location flexibility, time saving, and learning and taking care of children at the same time. On the other hand, difficulty in asking questions and keeping focused was answered as a disadvantage. Second, as for the characteristics of the real-time online class with the topics of life and culture, it provided grammatical knowledge using familiar topics of life and culture. Learning about life and culture in neighboring countries and gaining knowledge on a range of cultures piqued the students’ intellectual curiosity. Third, for the understanding of culture in the research subjects, they took a flexible attitude toward culture in the process of actively researching and sharing data from outside textbooks by thinking outside the standard ideas of other cultures. They showed a difference in the level of language proficiency and understanding of culture. Due to the limitations of the virtual platform, however, the direct experience was not available for the students.
 Conclusions In the real-time online writing class, life and culture topics were familiar to the female immigrants. Therefore, a range of grammatical and linguistic applications was provided, and at the same time, the students were able to broaden their understanding of multicultural culture.

특수교사의 교육연극 활용 수업역량 강화 프로그램 개발

The purpose of this study is to development a program for enhancing special teachers’ competency to use educational drama in Korean Language class; the design is based on basic processes including analysis, design, development, execution, and evaluation of the ADDIE model. In the analysis phase, factors of competency to use educational drama in Korean Language class were derived through a review of previous studies and literature; accordingly, the educational purpose and goal of the program were established. In addition, in order to reflect the needs of incumbent teachers, in-depth interviews were conducted with six incumbent special education teachers; this was then followed by a questionnaire survey of 109 incumbent special education teachers. By reflecting the needs of special education teachers collected through in the design phase, the educational purpose and goal of a program for enhancing competency to utilize educational drama in Korean Language class was clearly implemented based on the theoretical basis. In the development phase, the contents of education, teaching and learning methods, educational evaluation, and operation methods were decided; from this, a program plan was derived. The program plan was revised and supplemented twice through content validity review by 10 experts; based on this, a program plan for each two types of session number was developed. In the implementation phase, based on the program plan for each session numbers, programs of 15 sessions with 30 hours were administered for five special education teachers currently working for schools. In the evaluation phase, along with the changes that occurred after the implementation of the program plan, the self-evaluation was conducted during the process. This study confirmed the necessity of Korean Language classes using educational drama in the field of special education. Furthermore, based on this, this study presented a program model to comprehensively enhance the teaching competency of special education teachers.

국어교과통합 진로탐색 프로그램이 중학생의 진로결정 자기효능감과 역기능적 진로 사고에 미치는 효과

The purpose of this study is to find out how it affects students’ career decision-making self-efficacy and career thinking by devising a career education program that integrates Korean language subjects and integrating the contents of Korean language classes with career education that enables students to develop their dreams. there is. The research method is as follows.
 First, the need for career education integrated with Korean subjects was examined for the third year of middle school. Second, a career education program integrated with Korean language subjects was conceived by converging Korean language subject achievement standards and career-related learning elements. Third, the Korean language integrated career education program was applied to the 8th class for an experimental group of 63 out of 127 third-year middle school students in Seoul.
 As a career decision self-efficacy test tool, the Career Decision-Making Self-Efficacy Scale-SF developed by Taylor and Betz (1983) was validated by Lee Eunkyung(2001) for middle and high school students. used The self-efficacy scale for career decision-making consists of a total of 25 questions of 4 sub-factors: goal selection, job information, problem solving, and future planning (Lee Eunkyung 2001:49).
 The Career Thought Inventory (CTI) tool developed by Sampson et al. (1996) and validated by factor analysis by Jang Seon-Cheol(2003) was used. This questionnaire measures career-related dysfunctional career thinking and consists of a total of 26 questions in three sub-factors: generalized decision-making confusion, performance anxiety, and distorted identity regarding the career decision-making process.
 The collected data was verified for homogeneity between the two groups through an independent sample t-test using SPSS 25.0, followed by a paired samples t-test. As a result, the experimental group's total pre-average score for career decision self-efficacy was 84.35 points, and the post-average average score was 98.90 points. (t=-7.644, p<.001).
 In addition, the overall mean score of the career thinking test in the experimental group was 54.21 points, and the mean post-test score was 46.84 points. (t=3.430, p<.01).
 As such, it was confirmed that the overall self-efficacy in career decision-making improved and dysfunctional career thinking decreased after the implementation of the integrated Korean language career education program in the experimental group compared to before the implementation.
 This study has the following significance. First, the career decision-making self-efficacy of students was improved through the career education program integrated with Korean subjects. Second, it reduced the dysfunctional career thinking that interferes with students’ career exploration.

Identity and Voluntary Language Maintenance Efforts: A Case of Bilingual Korean-American University Students in Hawai‘i

Summary Reporting on the experiences of four bilingual Korean-American university students enrolled in Korean language classes in Hawai‘i, this case study focuses on their identity development and voluntary efforts to achieve heritage language (HL) competence. According to the participants’ narratives, they all experienced regression in their HL abilities and language shift from Korean to English after entering school. However, they began to regain HL skills as adolescents, which was possible due both to their voluntary engagement with HL literacy and speaking practices and to the abundance of opportunities to learn and speak the HL in the home and community. Transnational connections with their heritage nation, including Korean media and visits to Korea, were key in motivating and facilitating their voluntary HL learning. Their narratives further show that the HL played an important role in the participants’ ability to construct a strong sense of ethnic identity, and that they tended to view themselves as part of two distinct cultures. They were connected to the norms and values of both the receiving country’s culture and the culture of their heritage nation. As second-generation immigrant children, they learned to utilize their bilingual and bicultural knowledge to navigate between the two cultures in a flexible manner, to construct situated identities, and to avoid conflicts and achieve collective identity, solidarity, and group membership. The study’s insights into the role of voluntary effort in HL learning and identity development have implications for HL education.

한국어 학습자를 위한 읽기 교재에서의 텍스트 매개하기 활동 구현

This study outlines the mediation activities implemented in a recently published history textbook for Thai learners of Korean. It aims to explore the possibility of developing and applying mediation activities in teaching and learning in Korean language education. This study hypothesized that learners’ cognitive difficulties caused by language barriers and the subject characteristics of the text could be addressed through mediation activities. Therefore, this study examined the mediation by focusing on the “mediating a text”, which can increase the connection between “reading” and the subject, in this case, “history.” Moreover, this study discussed the characteristics of each activity for “mediating a text” and its application in Korean language classes, with examples of each sub-activity beyond the textbook design. This study is significant as it builds on the concept of mediation, which was only vaguely presented in a curriculum, and suggests specific activities applicable to teaching and learning.

한국어교육에서의 수업 사례연구에 대한 연구방법론적 경향

The purpose of this paper is to identify the research methodological characteristics and overall research trends of the papers that used class cases among case studies in the field of Korean education. To this end, 30 academic papers extracted as research subjects were analyzed focusing on the research subjects and data collection and analysis methods. As a result of the analysis, it was found that there were many cases where Korean language classes as a foreign language subject were conducted for one to two semesters at domestic and foreign university institutions, and there were many cases of classes targeting 10 to 30 foreign learners. All papers tend to use the researcher's own classes as examples, but rarely apply objective observational methods such as keeping observation diaries or involving experts other than the researcher in the observations, and tend to describe their own classes from their own point of view. showed While surveys were actively used, interviews and self-reflection data collection methods, which are typical qualitative research methods, tended to be used very passively.

연극 프로젝트 기반 한국어 수업 사례 연구 - 영상 캐릭터와 앙상블 캐스트를 활용하여 -

이 연구는 외국어 학습에서 강조하는 의사소통 능력의 향상과 한국어 학습자들에게 효과적인 학습법을 탐구하고자 하는 시도이다. 한국 영화나 드라마와 같은 영상 자료는 한국어 학습자들이 실제 생활에서 사용되는 한국어를 재미있고 자연스럽게 익히기 좋은 매체이다. 그러나 외국어 수업에서는 영상을 보며 목표 언어를 단순히 이해하는 것을 뛰어넘어 학생들이 학습한 언어를 상황에 맞게 구사하는 언어 주도 성이 필요하다. 이를 위해 미국 대학에서 한국어 수업을 듣는 한국어 학습자를 대상으로 영상 보기와 연 극 만들기 활동을 연계하는 프로젝트 수업을 운영하여 학습자의 요구도 충족하고 학습자가 주도적인 학 습을 할 수 있는 한국어 교수 방법을 만들어 보고자 하였다. 프로젝트의 큰 갈래는 영상 시청 후 한국어 로 간단한 보고서 작성하기, 연극 창작, 공연하기였다. 학습자들은 한 학기 동안 매주 한국 영화나 드라 마를 보고 캐릭터를 분석하여 간단한 보고서를 제출하였다. 학기 말 프로젝트로는 한 학기 동안 모은 캐 릭터를 각 조에서 고른 후 그 캐릭터들이 만났을 때 일어날 만한 상황을 연극 대본으로 공동 창작하게 하였다. 이때, 학생들의 역할 비중이나 대사량을 비슷하게 만들 장치로 앙상블 캐스트(ensemble cast)를 이용하였다. 프로젝트 결과, 한국 영화나 드라마에서 캐릭터를 차용한 방법은 학생들이 만든 연극의 기 본 줄거리를 더 풍성하게 만들었고, 앙상블 캐스트의 활용은 모든 참여자들이 연극에서 한국어를 고르 게 구사할 수 있게 하였다. 이러한 연구의 결과는 외국어로서 한국어 교육 현장에서 영상의 입체적 캐릭 터를 활용한 연극 프로젝트 기반 한국어 수업이 효과적인 교수 방법이라는 것을 시사한다.

디지털 문식성 교육을 위한 국어 수업 설계의 원리와 방향

Purpose: This study was conducted to suggest the principles and directions of Korean language classdesign for digital literacy education in order to develop core competencies of the Korean languagedepartment following the release the 2022 revision of the elementary Korean language curriculum. Methods: For this research, the contents system was analyzed, focusing on the 'media' area in the2022 revised elementary Korean language curriculum, and the 'Digital Literacy' of CCSS (CommonCore State Standards) according to the US grade level presented by Hutchison & Colwell (2015)‘Functional teaching and learning cases’, Australia's language curriculum digital literacy educationcontent element analysis, core values of Korean language classes and research on the Korean languageclass process review, and implications related to the 'class design' from previous domestic and foreignstudies related to digital literacy education field. Results: As a result, it was possible to present the basic direction for designing Korean languageclasses that digital literacy education should pursue under the principles of class design from amacroscopic and microscopic perspective for digital literacy education in elementary Korean classesand the core values of Korean classes. Conclusion: The main principles to be considered when designing and operating classes in whichlearners can actively respond to the new establishment of the ‘media’ area and the changes in themedia environment of digital transformation are discussed.

Curriculum Design and Praxis in Language Teaching: A Globally Informed Approach ed. by Fernanda Carra-Salsberg, Maria Figueredo and Mihyon Jeon

Reviewed by: Curriculum Design and Praxis in Language Teaching: A Globally Informed Approach ed. by Fernanda Carra-Salsberg, Maria Figueredo and Mihyon Jeon Emily Spinelli Carra-Salsberg, Fernanda, Maria Figueredo, and Mihyon Jeon, editors. Curriculum Design and Praxis in Language Teaching: A Globally Informed Approach. U of Toronto P, 2022. Pp. 278. ISBN 978-1-4875-2890-4. Curriculum Design and Praxis in Language Teaching: A Globally Informed Approach is designed to aid university faculty and administrators design programs and curriculum in light of the changing academic landscape with its more multilingual and diverse student body, technology-driven infrastructure, and the need for more collaboration across university departments and programs. The twenty chapters of this volume are placed within six thematic units that treat theoretical, methodological, and pedagogical issues in the three areas of language, literature, and linguistics. The content of this volume is innovative and research-based and is intended to bridge the gap between the previous era in language education that emphasized world language education as a discrete, unconnected discipline to a new era that combines language teaching with other disciplines and programs and stresses multilingualism and multiculturalism. This volume provides a guide for the development of students’ language skills in conjunction with the development of critical thinking, intercultural awareness, and socio-political consciousness. The contributors to this volume are researchers and practitioners who work on educational curriculum for language students and teacher candidates in several countries including the United States and Canada. Their contributions represent various languages including English, German, Hindi-Urdu, Korean, Portuguese, and Spanish. Even though the articles may have been developed with reference to a specific language or country, the information can easily be adapted to other languages and situations. The chapters range from theoretical to practical application and employ case-study research, description of curricular changes, and detailed lesson plans and activities. The volume begins with a section consisting of three chapters dealing with curriculum and pedagogy in pre-service teacher education for foreign and heritage language learning. The three articles stress the increasing diversity of the student body and the resultant need to internationalize the curriculum and train students to become global citizens. The second article explores “Socratic Circles” which allow students to discuss issues in a judgment-free environment that is not concerned with proving points but with broadening the discussion by bringing forward as many ideas as possible. The final article in Section I discusses the need to develop critical language awareness so that future educators can act as moral agents of change. The four chapters of Section II focus on designing classroom resources, activities, and assessments for optimum student engagement in language learning. Chapter 4, “Teaching with Case Studies,” centers on using a problem or question involving a real-world situation so that students develop their analytical and decision-making skills in courses devoted to linguistics and applied linguistics. This chapter highlights the fact that the use of case studies increases students’ interest, in-class participation, and involvement. Chapter 5 discusses the significance of studying translingual, autobiographic narratives such as essays, memoirs, and poems that describe second-language learning and encourage self-reflection. Examples of in-class exercises and assessment are provided to advance students’ reading, critical thinking, oral expression, and academic writing. Chapter 6 analyzes a qualitative study and analysis of assessment practices in college-level Korean language classes. Interviews of instructors of Korean to gain their perspectives on assessment practices are used to improve the multi-faceted nature of assessment. Chapter 7 provides two well-designed activities to use in an intermediate language class in order to develop the four language skills of listening, speaking, reading and writing. The “5 Minutes” activity involves the showing of a Korean-language YouTube video such as a commercial, an [End Page 157] interview with a Korean celebrity, or an advertisement to promote cultural events. The video is shown five minutes prior to class and helps prepare students for class by having them discuss the content in Korean. The second activity is a student-produced survey project to teach the four language skills. The project takes place over several class periods and begins with the instructor providing the students with the...

한국어 교육과정(KSL) 운영 소고

The purpose of this paper is to examine the current status and problems of the operation of the Korean language curriculum so that the Korean language curriculum (KSL) can establish its status as a true national level curriculum and to find ways to improve its operation. Accordingly, the current status and problems of the operation of the current Korean language curriculum were examined and measures were sought to improve the operation of the Korean language curriculum so that the 2012 Korean language curriculum and the 2017 revised Korean language curriculum could establish their status as true national-level curriculum. Three problems of the Korean language curriculum that need to be improved in order to acquire a status suitable for the national level curriculum were pointed out. First, there was a problem that the opening of Korean language classes could not keep up with the needs of students. Second, it was pointed out that the operation of the Korean language education instructor support system was insufficient. Third, it pointed out the problem of the Korean language education support delivery system that cannot deliver it to learners even though systems and means are in place. And three measures were proposed to improve this. First, it was proposed to operate a Korean language curriculum by sharing local community educational resources. It was argued that by integrating and operating Korean language education programs operated by various ministries and institutions, the limitations of the Ministry of Education's physical human resources can be overcome and learners' access to educational services can be improved. Second, in order to operate the Korean language curriculum by sharing local community educational resources, it is necessary to change the consciousness of specific ministries, especially the Ministry of Education. It was argued that the Ministry of Education's leading and active attitude is necessary to clarify the delivery system of Korean language education conducted by various ministries and institutions. Third, it was argued that the diversification of delivery media such as online content should be made as a way to increase accessibility to Korean language education. In particular, the 'lowest level of achievement' introduced in other curriculums was applied to the Korean language exchange course, and the necessity of online content degradation was argued.

결혼이주여성의 ‘타자화’에서 ‘주체화’로의 변화에 관한 연구

This paper analyzes the process of change from 'other' to 'subject' by conducting in-depth interviews on the economic activities and life experiences of marriage migrant women in Yeongju, Gyeongbuk. According to the research results, marriage migrant women chose to marry Korean men in order to help poor families in their home countries and live a prosperous life in Korea. However, the realities of Korean families were poor, and women were severely ignored and discriminated against because they were from poor countries. Marriage migrant women made efforts to engage in economic activities and participate in Korean language classes and competency programs in order to change their poor home environment for the better. Marriage migrant women gave birth to sons, accepted Korean family culture, and were recognized as dignified personalities. Marriage migrant women are growing into family leaders by leading cultural convergence between their mother country and Korea.

학부 유학생 대상 교양 교육과정 개발을 위한 요구 분석

The purpose of this study is to develop a high-quality liberal arts curriculum for International Students of Academic Purpose. The direction of development was proposed by investigating and analyzing the in-depth needs of undergraduate international students and instructors. The subjects of the study were International Students and instructors at ‘K’ University, and the results of the demand survey were analyzed and presented by conducting a focus group interview. The contents discussed based on the analysis results of this study are as follows. In order to increase the satisfaction of undergraduate students in the liberal arts curriculum, it is essential to develop specialized courses for international students separately from Korean students. In addition to the currently opened Korean language classes, various subjects based on core competencies should be opened. In particular, it should not be limited to classes centered on Korean language and Korean culture. Furthermore, when opening a new subject, not only the level of learners should be considered, but also the learning content and educational environment where local learning is conducted to learn the region should be prepared separately. In addition, it is necessary to provide international students with subjects on convergence topics that have recently been emphasized, and to try various ways of teaching through active support from instructors.

중도입국ㆍ외국인가정 청소년 한국어교육에 관한 학부모의 경험 분석

This study aims to analyze children’s education experience of parents of immigrant youth and foreign family children, and seek ways to children’s improved access to public education. As the number of multicultural students is steadily rising, and the number of Korean language classes in the multicultural education support plan of the Ministry of Education is increasing, it is necessary and meaningful to shed light on education for them and present ways of improvement of the Korean language public education policy. Based on interviews with parents of immigrant youth and foreign family children about emotional stability, study, communication, Korean language education, sociocultural adaptation, and self-management, unlike existing studies, opinions about difficulties that parents can perceive through children’s actual experience, how they can cope with such difficulties, and improvements were categorized and analyzed with a focus on three problems. Based on this, ways of improving Korean language education policy in public education were suggested.

중국인 한국어 학습자가 온라인 한국어 수업에서 느끼는 불안감 연구

This study is intended to analyze the types and extent of anxiety felt by Chinese students in online Korean classes. In this study, a survey was conducted on 48 Chinese students who was currently taking online courses at Busan University of Foreign Studies. According to the results, Chinese students have a relatively high level of anxiety about the COVID-19 situation, and most of them have a low level of anxiety about their ability, learning efficiency, concentration, learning methods, questions, interaction with teachers, and missing class information in online Korean classes. On the other hand, most students showed low levels of anxiety about online teaching methods and online tests. Most of the students prefer the method of taking face-to-face and non-face-to-face classes together. Therefore, not only should we consider improving effective teaching methods for online Korean language classes, but also how students and teachers adapt when returning from online classes to face-to-face classes.

비주얼 싱킹을 활용한 고전 소설 수업이 중학생의 국어 수업에 미치는 효과

Objectives The purpose of this study is as follows. First, we examine how learners have perceptions of Korean (classical) classes in the school field. Second, we examine the effects of classical fiction classes linked to visual thinking on learners' interest, confidence, attitude, and anxiety through pre-examination and post-examination. Third, by examining learners' responses to open questions about visual thinking, we examine the effect of classical novel classes linked to visual thinking on learners.
 Methods A test was conducted on 165 middle school students in Incheon to measure variables related to visual thinking. We tried to analyze the results by collecting data through activity papers and questionnaires. The questionnaire was reviewed by experts (one Korean language professor and one Ph.D. in education) and divided into a pre-test and a post-test, and a survey was conducted to find out students' reactions to classical novel classes using visual thinking. The results of the survey were analyzed using SPSS 26.0, and open questions and activity papers were analyzed in content. Details of the analysis are as follows. In order to examine the effectiveness before and after the program, descriptive statistics were compared and analyzed for learners' pre- and post-test results.
 Results Compiling the results of a survey of students after Korean language classes using visual thinking, it was found that classes using visual thinking were generally more satisfactory in the areas of learners' interest, confidence, attitude, and anxiety than conventional text-oriented classes.
 Conclusions As an alternative to improving the problems of classical teaching patterns, this study could confirm the positive effect by using visual thinking in classical novel classes.

Zine-Making as an Inquiry-Based Activity for Korean Language Classroom

ABSTRACT This article explores an inquiry-based zine-making activity in an advanced Korean language class and the creation of a webzine collection. Zines, which emphasize self-expression, are self-produced publications often created by amateurs. The zine-making project enables students to enhance critical thinking skills by problematizing and researching social issues and language proficiency by expressing their opinions in written Korean. To archive the students’ zine projects, the first Korean language zine collection was established in TSpace, an open access institutional repository at the University of Toronto Libraries. The article discusses the potential of zines as group projects and presents students’ feedback, highlighting their positive impact on promoting diversity, equity, and inclusion (DEI) values in the learning environment.

The Comparing of Korean Learner’s Perception of Teaching Presence in Online and Offline Korean Language Classes

The purpose of this study is to improve the quality of online and offline Korean classes in order to increase the demand for Korean and to globalize Korean language education.<br/> In this study, online and offline Korean language classes were conducted for learners to compare the Korean learner’s perception of Teaching Presence. The participants of the study were 116 students from Korean language class who belonged to two different groups. One group studied in an online learning environment and the other group studied in an offline environment. Data analysis was completed using descriptive statistic analysis, correlation analysis, and hierarchical regression analysis with SPSS 21.0. In addition, in order to examine the mediating effects of the perception of Teaching Presence, the major findings from the study were as follows:<br/> The perception of Teaching Presence in the offline class proved to be more effective than in the online class. The perception of Teaching Presence is a sensation that people experience when they work with complete focus and has been validated in numerous studies as a critical component of learning. This study suggests that further development of specific teaching and learning methods should be developed in order to effectively conduct classes online. Also, in order to develop high-qualified online courses in Korean language education, we suggest the providing of training for Korean educators, and the development of software specializing in language education.

A Study on Intercultural education class plan for KSL Learners

이 연구는 한국어교육에서의 상호문화교육 특성과 한국어 교육과정을 이해하고, 이에따라 상호문화교육의 관점에서 KSL 학습자를 대상으로 한 한국어 수업의 지도 방안을제시하는 데 목적이 있다. 이를 위해 상호문화교육의 개념 및 관점을 정립하고 한국어교육의 교육과정과 상호문화교육의 내용과 방법을 점검하였다. 본 연구의 결과에서 상호문화교육의 수업 과정을 ‘자문화 인식, 타문화 발견, 양문화 비교, 타문화 수용, 행동’의 5단계로 보고, 이를 중심으로 실제 수업의 지도 방안을 KSL 학습자 초급과 중급을 대상으로 제시하였다. 본 연구는 KSL 학습자들이 새로운 문화를 경험하면서 다른 문화와의 만남이 이루어지는 상호문화교육을 위한 공간이 공교육의 교실 환경이 되어야 한다는 시각으로 접근하였으며, 이에 따라 학습자들의 교실 수업은 교육의 내용을 학습하는 차원을 넘어 학습자 및 사회 구성원으로서 접해야 하는 갈등 상황에 대한 직접적 실천과 행동의 차원으로 발전시킬 수 있도록 하는 교육의 장이 되는 데 중점을 두도록 하였다. 교육 현장에서의 상호문화교육이 이러한 관점을 포용하면서 한국어 교육과정의 틀 안에서 지속적으로 이루어질 때 KSL 학습자들은 문화 적응력과 사회문화적 정체성을 함양하여 한국사회의 구성원으로 성장해 나가게 하는 기반이 될 수 있을 것으로 본다.The study aims to understand the characteristics of intercultural education and the Korean language curriculum in Korean language education, and to present a guidance method for Korean language classes for KSL learners from the point of view of intercultural education. To this end, the concept and perspective towards intercultural education have been established and curriculum and intercultural education contents and methods in Korean language education have been reviewed. The results shows curriculum of intercultural education has 5 stages ‘awareness of one’s own culture, the discovery of other cultures, comparison of each culture, acceptance of other cultures, and action,’ and based on this it suggests an actual lesson plans for KSL beginner and intermediate learners. This study approaches with a view that the public education classroom should be a space where KSL learners have intercultural education which includes experiencing new cultures and meeting different cultures. Accordingly, the learner’s classroom lesson should be beyond learning the course content but emphasize education on the conflict that the learners have to face as a learner and members of the society and how to develop it into direct action. In the fields of study, if intercultural education embraces these views and continues in the Korean language curriculum, it would develop cultural adaptability and socio-cultural identity for KSL learners providing a foundation for them to become a Korean society.