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"Multiculturalization" of Korean Language
Education'
< contents > I. Intrtxktim O. tlfultiruJturalism am Multia.tlturali.za m. OJanges in lmm-s: ~ ~ Uses N. (l};qes in Teade's: Native aOO N::a-Native V. Cm::iusioo
I . Inrnxluction
POOert J. Fauser"
"Sooth Korea Tackles MulticuJturnliSTl\" the title of a axE Natiooal
Public Radio lrooi:ast, "I1Iy clem"" the state of rrulticuJturnlism in Korea
in the late aros(National Public Radio, axm. It is, as v.ith mmy things in
Kocean lif~ sarething to be -ed. sarething to be "'"t with, lest it st:in cut of rontrol and risk social dislo:::aticn The sudi:!n iocrease in the rrurri:ler
of foreign wcrkers in the 1m and in the rrurri:ler of intenatiooal rmrriages
• This ~ is a revise::! versioo of a ~ ~ at tre a:o:l Intmeicml Cmfererw::e 00 Kcruln ~ E£U:atioo at Kaeat l..a1guage F.ru:::atioo Research Institute. Se:lUl NatiooaI Univtnity, (fl CktOOer 31, :ue. This \\.Uk was stWf'ted by Research Settle!rent Fun:! fer Ire II'!W fa;ulty d SNU .
•• Professa, ~ of Kaean ~ &b:atioo, Se:lUl NatiooaI University
in the a:o:>s has created ~w ~lffilS and cw:rtunities unirmginable a few
ytlli'S ago. likewise, the Hallyu I:xxrn in rrnny {llJts of Asia has raised the
culllJral rrofile of Korea to a level o:,ually unirrnginable In 0::t00er :rol,
Miyuki Hatoy"",, the wife of Japmese Prirre Minister HatoYaJI'l r.m:tiaxl her &rem \o'itnl she a:x:arpmia:llXT husband 00 an official visit to Kcmt
(LOOg-A lloo, 0::t00er 10, :roll. The unimlginable has irOOrl ~
leaving a sense of confused woOOer.
'Ire unirmginable is also foccing Kocean language educatioo to ta:kle
~w challenges as Jearm-s and t.ezclta-s change. This challenge, OOwevff, is
part of _ gloOOl treOOs, as ooted by Aronin arxI Singletoo (:roll:
In relatioo to Ire ):l"eSUIt discussioo, a Jll,tttmed ngularity is disaroi~ in
Ire fa::t that mdtilingualism is ~ to all Jll,l1S of Ire 'M'rld, that English
has beo.:me a wt:rld lingua franca ;;nd that language use is di~. It is
discenible a1w in tre fa::t that in rn:xEm tirres language p.lttems have
changtd w significantly that sets of languages, rather than ~ languages,
oow ¢oon tre essential furdioos of cmuunicatioo, cqvUtioo arxI i<Htr:ity
fer irrlividuals arrl tre glcbal cmmmity(p. 4).
As Kocean has SJrea:I. it has 00:x:rre IErt of evw-changing sets of
languages that p:qie use fer amnmication, a:gnition, and iOOltity.
In this ~, I will the ~rruitirultura1izatioo~ of Korean language
educatioo as dynarric {TOCeSS that creates ~ realities in tea:hing Komm,
00th in Ka-ea and OVeNeas. like rruiticulturnlism itself, these ~w realities
carry a sense of qtjrrism and insocurity. The discussioo will focus 00 two
issues that have yet to attroct ITlrll attention in the litff"atllre: I) (littems
in roo-native diso:::mse in Kcrean resulting fn:m the rrulticulturalizatioo of
UMu1ticuJturalizatior( of Korean Language &:location 121
lea.rnt3'S aM users of Kaean; arrl 2) silllated oognitioo related to native arrl
OO'l-native t:eochers of Kcrean.
In tre ctiscussioo, I refer to data fn::rn a series of 16 interviews with
high-intenrediate am 00varx:ed 1= of Korean that I cmIucted in StruI
in tre later half of a:m. The interviews WEre IXUt of an oogcing case-study
research IJl)jEct 00 language aW'clI'ffleSS arrmg ITJJltilingual lea.rnt3'S of
Kcrean Ea::h interview lasted aI:ru: 3) ninutes aM 14 of tre interviews
were o:nIucted in Korean am the otOO- two in English The ""fici=
level was refined subjoctively, rut all learoo-s eitb:Y rmjcnrl in Kaean in
university oc CXJll)Ieted a I1lll1i:H of rrmths of intensive language t:eoching
in Korea Intervie\\l!eS ""'ere ffKXln'<lgoo. to sp:!ak: Korean, 00t were given
the «'ion to speak English if that """ tl>:m feel IIlIe ronfcrtable Within
the frarreWOlk of qualitative resean:h, case study resean:h offers the
following <rlvantages ocx:::ording to M{am): ..... it is J))ssible to aniuct a
very t:hmJgh analysis (a "thick~ oc "rich~ rern!1loo) of the case arrl to
iochxr triangulatioo ~ves fran other jWl:iciIBJ1ts oc OOserva-sft
(p.
43). The focus of the interviewers was 00 situated oognitioo relating to
iOO1tity creatioo as learn2.fS am users of KoreanU..ave aM Wenger, lOOn
In nmy m", rrultiOJltumlization fits ~ &nmn'sll!!CQ) diocusOon
of l1'lXkroism in his sminar 'N<R'k All That's Solid M:!its into Air. In tre txxJk, BEmm cooiines a discussioo of rm:l'mism in liternry history
ren!aing 00 tlJe 19th centwy wri"" and pro such as Goethe, -aire,
Pushkin, and D:Jstrevsky \\ith a discussioo of tlJe self-destructive foo:es
latent in nn1:mizatim As Berrmn ooted in the int:ro:1uction, "To te rrr:dm
is to find curselves in an enviroorrmt that p-ooises us, advenn.n-e, IDwer,
joy, growth, transfoorntioo of curselves arx:I the wcrld----aOO, at the sarre
tirre, that threatens to destroy evaything we have, evaything we koow,
evaything we are~ (p. 15). Wticulturalism itself grew cut of the rrrelstrool
of m::d:mity as ~e JTI)ved to cities in search ~adventure, 1XlW6", joy,
growth" anid great insecurity. Aruin and Singietool:J:Xll) diseu&<d tlJe
sarre fluidity m:xHnity \\ith resprt to ntJItilingualism itself an ootgrowth
of rruliculturnlizatioo:
It is rde\Vorthy that every thing in cooterqx:l'3ly mety an:! tre ~ mviroorrart that Urry(a:x:ro) refers to as m::hile am fluid has
a C('UOO:tioo with language, an:I tre kirxI of social fluidity treated by Friedrmn
(I£m) in tmns of tho! 'b:rizootal 9riety' is also language-related. In sum,
rruitilingualism, 00ng a result of mtility, as well as being itself char.I:tfrized
by fluidity, fits CUllUlI. societal arTaIl:err6lts refectJy(p. 7),
1re Mmam _ dictiamy gives tlJe firot use ci "oruiticulturnl" as 1911,
the ~ of rn;d:mist ID)verrmt in art and culture. "Multiculturalization,"
which still has no entry in the Merriam Webste" dictiooary, tren, is a
p-ocess of creative oonstructioo arK.! restroctioo tluutgh changing llittans
of intera:tioo of IIJJItiIie cultures and languages in social tmit, which rmy
coosist of families, groops, "srmll cultures," and _ regiooal and
natiooal cultures.
"MultirulturaIizatioo" of Korean language Education 123
~ schoIarsIip on rrtlitiOJlturnJism ar<I rrtlitilingualism distinguishes
tI-.se from ~uriliOJlturnJism ar<I ~urilingualism M:= ar<I GajoGm11
describe the distioction as follows: "Within Iffi;e OOffitations, the focus on
the iOOividual as the locus aOO ector of oonta.t has eocruragoo a shift of
temiooIogy from rrtlitilingualism (the study of sxiaal oontxtl to
~urilingualism (the study of iMividual's nwtoires ar<I ag""l' in sevaal
languagesl"(~ 1381. In ~urilingualiSIl\ an individual's language r<prtoire
in:lt.Ki!s all languages and dialf:rtS that irxtividuals use with::ut cx:n:ern fa
~ficieocy as crfined by occorrm:rlation to native-~ 00ITllS. The
distioction ben\'OO'l societal changes arxI irxtividual ~ is irrmrtant because rrulticulturalization brings I'X!W cultures arxI new languages into
tmfoJding linguistic arxI OJ.IturaI Irne!strorn lOOividuals as octors in the
Irneistn:m thus revelcp different linguistic feI,lrt(ires to PJSition them;elves
in linguistic intem:tion. Accoo:ting to Kram;ch aOO 'WhitesireGDE):
5:riaI actors in rn..Lltilingual settings S€m\ to activate m:re than a
o:mrunicative CCJl1)eteR:e that \\wid maJ:k them to a:mrunicate a:x:urately,
effectively, am ~tely with ~ arx:JI}e-. They st'ffi\ to di~y a
\l'fl1icularly a::ute atility to )lay with varloos lirwuistic cOOes am with Ire
varioos sp3tial arrl tent:aal resal3IL'eS of tJ"e:.e co:k's. We call this ~
'syrrfx::Jlic ~'(p. 6)4).
Mlltirulturalizatioo, then, is a p-ocess that Offites diverse rrultilingual
setting, whereas as ~uriOJlturnJism ar<I ~urilingualism refer to the how
iOOividuals tEfine arxI create identity, culture, and language in these settings.
Fer Korean language edinrti", the rean<J1Ship ~"'" rrtlitiOJlturalizatioo
and p,wilingualism offa-s a useful fmrrework to Irnke sense of tre
unirrnginable rrentiooed aOOve l::o;ause it highlights tre changes in 1e:arJ'lEn>
arx:l usa-s of K£rean while leaving nxm to focus 00 iOOividual "synMc
~ .• Syrrfulic ~ has Jlll1icular relevan:e for learrers "'"
are loog-trnn resiOO1ts or irrnigrnnts to Korea wOO have to jostle varioos
linguistic ~ of Korean "vith other linguistic c:cres, I:d:h in tre IrirK:I and
in evenrdaY language use, to create a "se!(' in Korean sociEty. The rre:I to
create a vitrcmt "se!(' in Kr.mm society lies at tre heart of discussioo 00
how to refine rrulticull:Un!!ism in Korm
m. Cllanges in Learners: New Language Uses
As rrentioned aOOve, iocreasing nllITb:rs of arx:l diversificatioo in learners
of Kcrean has creatai rrore tU()rtUnities for learners to usc Kr.mm as a
aJITITDIl language of ccmrunication NJn-native discoorse between and
arrmg language learners, heocefcrth t.a'Tre:I "non-native discoorse," has
been studia:! extmsively in English education, lTDStiy from the ~ve
of row non-native discoorse affects inJ',1lt and heoce language ocquisition
(e.g., Gass, 1937). In Kc:rem. OOl-native discoorse and language use have
received little attention in the literature. The following sroions present
exarr.Pes of CCfllTHlts 00 non-native Korean discoorse situatioos from the
intaviews on language awareness armng lwners of Korean in am. In all
of the exaJllJles that follow, I am noted by F and the intervie .... 'ee by X.
Noteworthy cont£nts are rrted in OOId
"Multiculturatilatic"( of Korean Language Education 125
The following exan{lie is an interview with a stt.x:8lt D-crn Kazakhstan
wOO lI'Iicrel in Korean aM is studying at SeooI National University. The
stt.rl:nt is a bilingual sp:laker of Kazakh am Russia
~ :1'il1 2lOf'll*1 0 1;;1>1 ~ 1.' "iIe 0 1;;1>1 <>1"i1il.? ~ '1-')11'" <HI.2, °fYl1~ <>1'1'>1 ~"' ')'lM'" ~';t *' >lO)", <>1'1'>1 'it et-s.? t;}ole -'l:!7t .
x' 1'1 ~¥I;;/ ~ ~"-<f ~ ~'i-2- 'II 'I/O)'&' F A~~Cl~~S.? )tojJ
~ojJ
x: 2lIt{<;:! ~£ ll'Ttt 'T£ llJl ~ojJ
X :1 tFi'£ 'll'T'lt 'T' ~2.Y'*, :1'11-'1'" °14'1l Of'll -i 'T' ~e<l ~
Of ,_1;;/ ~ <1 01 ~~>N
F ot x: .:z. 'l! .:=."tl 11 oj it
The interviewre's discussioo of tre nero. to rrmit:oc language use wtl.>n
speaking with native-sp;akers irxticates that OO1-native disco.rrse can have
JXJSitive lxrefits fer I"""", because, J:<r Krashen's trroy(Krasilef\ 1%1,
it rOOuces the affective filte" ruxI. thus helps stirrulate alllIisitim Krashen's
work has 00::are cootroversial, rut at the va)' least, the interviev.rre's
amrents irdicate that he/sre nmitocs SI=h closely, tmicuJarly \\11en
~ "'th native ~.
2. ~e 2: Graduate Student from Austria Studying in Seoul
This is exaIlllIe C({JES frun an interview with a stlxint frun Austria
studying at Stull Natiooal Univasity. The interviewee is a native ~
of Gmmn wOO is fluent in English
x' " >l7} "--!- 310:- ~"'~EI <>I ~ 'It 'l!4.a. 'l'-M'1! <>I'El. "l, ~ $1 :I ~] :I ~~] .il-ff ~1(! ~~ qy~ ~ff :I~1l <>l~ 9.l 0:- <H <>I ~o:- o}'1'1! '.hlo}AI°}<>flAj ~ 310:-~'" 'lI<>I *'1"1 ~
'" ~'lI* • '\''/H i!<>I.a. " ojl, ofl x: .:ri!ll).~
" :1"", OJ<>I *-", A}>l:;g ¥1 @oI'IH I!~*} x' :1111"1, ~~ >J0f1! Ef'1! 31~ '" '1101"1 ~ 'II <>I7101il ~~'1!
:1 ~ A~,,-q fl ~ 011!Ofclil ~'-'I.a.
" (-}i;fl
x' (i;f-}I
F. ofI, ~$] ofI~ -%<>1).'1 2.A E ~o} APtt~}ll Eif] A}rg. °1~?ll J.§Zl 11';::' q~?N.a
x' (-}>}-}>}I
The interviewre's a:mrmts 00 reoctioos by native-~ to lXIl-native
discourse in Ka-ean is interesting 00 two levels: first, it suggests that
non-native discourse is a oovelty for native speakers arxI, secorxI, it sOOws
that the interviewee is kffnIy aware of how native speakers m:d: to
oon-native di9XlD"Se. This typ:! of awareness is an irrp:rtant e1errent in
"code ""ying" that foom syrrlxJ!ic ~ as diocusscrl aOOve.
UMulticultuJalizatiolt d Korean Language Edl.l(3tion 127
3. Example 3: Graduate Student from Myanmar Studying in Seoul
This is exarrPe is fran an intaview with a stuOO1t fran Myarurnr who
studied Korean tlY3'e before cocring to Korea wru-e OOIslE is ~oong in
Kcrean Tre interviewre is native speakfl" of &.un-ese am is also fluent in
English
F :l. -ceil ft A}<g-5lJl ~~li. o~71~ ~:i!\- ~~ A}'i?-O}Jl oplt}
., >,I" 21~ AI1l"<Ii! ~ °ft7I~ >loJIAj '1<>1 ~o1R? x' ~ ~Fi'Ofi! oJ71Of'1! ~oJ *'101 $01 ~?i<>IJt "-~ >,I.1c ~ ~ :t!~1 "8}~ ~7} :¥:- ~}%ol.ll. 4'-2 ~'ilAl Ii' e II t.Jl:{In 0 1 ;<J1"I91.£.aiJl :l~ °M7]ii}:::-t-l] ~:=- ~ ~i!}'1 o-J'ff1!.
~ '*1717171 "-,,"'-x' "-~<l 21~ ~~Ofi! ~'I!.>'. ~ >,1,0, fi '!!IllJt *'Ilo1~ <!'i'
%<>1 Ii' eylJ} ~]7} 0D71ii~[-lj ~ii}J!. .::z.if.ic-lj «llli.~ 01'8llii~ ~ol
~n ~iljJt
~ %, '!t% 1'1 'i!oj 1'1 °l~ <'>11. x' '1.>'.e 'I-€ 'IIi: Ofi! ll,o,;<J >171 *,*Jt
Tre intaviewre's IDiervations rrirrur tlx:lse of tre interviewre fran
Kazakhstan in that OOIsre feels that non-native discrurse in Korean is
"easier~ ~ it requires less m::lI1itcring. ~ intaviev.'re's cx:mlHlts
aOO.rt intelligibility, oov.'eVer, mirror t:bJse of sc::rre other intaviewees. I-k>w
non-native sp:.>akers oven::cme Jl1)blEmi in ~bility in discrurse is
another intfJ"esting area for future researclt
4. ~e 4: Undergraduate Srudent from Mongolia Studying in Seoul
1b! following ccmrmts am': fmn an ~te M:lngolian exchange
stuOOlt at SecuI Natiooal University. 1b! interviewee is rmjcring in Korean
am is studying at &< Language Education Institute at S<ool Natiooal
University. lW"" has also studioo English in Mlngoha
~ ,,'1'<1 "'U '" >II~<>I"- ~'" Af'll'lCil ~'lI"- <l<f~ 'fl. 21" Af;; tLl!. t.R~.£. tlI'l~ !ill *t<>17} ~.frl-jll}?
x: ::E~ 'UoJ.9.. :z.~[il 3:~~ ~T%<>l ~oJ.9.. ~~ A}ll<'lAl'l!- "tRoJ it ~;<I11..~.9.. 3:~~~ ~~ "tR~£ ~'-lll~. :z.~ At'11%t}i!.-!'l tt !ill '!t%-. '~:jO.J:'tl z~ ~?j..R. t.;J.!f- ~l-"6}Yll} rl.2.l ~OJ'tl q..sq. Y.
'lI~ 'T ~<>I"- >1'-+<1, '!Il- l!~ >d-M~ " ~'i'¥l 'l!<H= 3! <I 11<>~ 'T ~<>I"- ~ AKI¥l 'l!<H= 3! 7ffl OJil!-?-'<1 >17111<>1 He 'T iI?JIol"- :r<tl<l '1* '1!'il~ 'lI"- <I OI'-l'l}, 11<>~ 'T ~oJ..9... :z.~ r,:!ol 'UoJiL :z.ej.n ~ ~1:!.~1 t}.n L-i.!f- l:zt6flAi 'h.~t
Yll} ¥~cj-i!. tJ-eA] ~~"O};<fi ~r4iL :z.~. !f. OJoJ IlR+e At;g-.g. 9-81r4 "tR~:i!} ~~ A};g-.g. 9-8]r4 OJoJ.£. 0M7]tl-e ;Jj] !f. '{jq..n :z.;<I] n]~ Ati£t~ ("~*}7]ofl)'tl-···. :z.~ ~'B°l 'U.if:..
As in the other exarI1l1es, the intervie .... rre ITHltions that ron-native
clscoorse is less ~ !xJt """" focuses on &< speaking S!nrl ratOO- than word cOOice. 1b! interviewee's COITITHlts atwt lJUIunciation of
ethnic Koreans fn:m Olina imcate that Wshe is vt'j)' I11.ICh aware of
diffmn::es in nativc-stdcer IJOOunciation
"'Multicultwalizatiort of. Korean Language Education 129
5. Example 5: Undergraduate Student from Poland Studying Korean in
Seoul
The exarrPe is fran an interview with a Polish stu:Hit st\xlying Korean
at tre Language EdtK:atioo Instib.rte at Sa:::cl Natiooal Univa-sity. The
st"ll&::nt rmjcred in COO("Uter scieoce in Polarxl. arx:i is CUll1'1ltiy studying
(X)l1JJW" scieoce at Ulsan University. He stOOied English arx:i Gemm in
Polar<!
x: ::r<l"l >171 ~>I ~~'l! ~T~" i"illf.ll. '1!EPJ!~ F. CtiEi'f.£...£? ..:z.211"i ~~? x: o~k ~ ~T<'$" Oja!~ 7-/ ~.9..~ %oJ~ 4- ~OjJt -2-[-1] 7~ "dOl
5'. ~"''lt. F Ol<.g7l] <DEi~ "', $1~-'=- {t.g. 71?
x: .,qol~~ 'lilt .,qo1~~8fi\ oj'!! ::r<l 'JoI§. ~oJlt Kman CuPd'f ~ "'to]§.. 717]"-j oj.J.}.s:. ~J! \t.J.}.s:. 'UJ! f~ o}-P} :0RE8 {t.g. 71 'U Ojit cc-!] ±lHE8 o}YJ! ~T£ 'fr'i 4- ~Ojit o}yl;:! ~oJ IlHlf-J! ~.g. ,QW£ f1"o}Jt Pen ~ {t.g. 71 "$ljAi. 'itA} ~T -j!-J! ~~ A}~
£ It'flt ofy'l! oj'f ~T. °VJ~ ' f>l£ It'flt IN) F .:I;<II o]~ 2l~<li, ~R'l! f~ o]%ll/1? -'rTL}?
x: £e *l-. :1.211Ai 717) ~ t.1Pi'.! ~flEJ~ 4- 'UoJ.R. ~fij ~ t.Jlo~ $\lit
c e-ll ;tJ17} :1.'8' ~ ':;ioJit ~T ~a!J1, o}Y<B ..:z.'8' o]opl"8'tJ!. ~ l!oJlt ~,~ 0 1>11 'l!.Il. llIoJ.Il. 'N'l! ft ..,. ~.,..n!oJ.Il. ::r'll 'Il"l"l °fy'l! 'til'!"1 '1!'-I'l! it" ~T 'L~ '" ~<>I.Il.
The a:nmnts are \llrticu1ar1y interesting because they mise QUeStions
alwt language use arx:i synhlic mq:eteoce in CMC (a:n:p.rt:er-rrerliated
amnmicatioo), in this case chatting in Cywaid This in tum raises
questioos aImt tre role of CMC, 00th syochronoos and asyn;hrooo" at
varioos levels of tre ocquisitioo \YOC€SS. The interviewee refers to this
subject by Irffitioo that heishe used Cyworld ie;s as heishe lkliustal to
living in Korea arxI had m::re cw:rtunities for foce-to foc:e disro..rrse.
Together, the aOOve exarqJles mcate that discourse am:ng non-native
~ of Korean plays an in1;ortant role in learning Korean because it
gives learners the cw:ntunity to rrnctice the language in situations that
are perceived to be rrnre "relaxed.. ~ The exarI1Jles also reinforce Kramsch
aocI WhitEsire's(3X8) di~oo of syrrtdic aJl'{ftffre 00:ause intervi~
cornrrental on the various linguistic axk!s available to them arx:I their
__ llEy rrny, f<r exarrPo alta" tOOT """" occadir>< to int<rlooJtrr
to a greater degree than p-evious1y believed.. The interviewee fmn
Kazakhstan, for exaIJ1)Ie, rreItioned that helshe ~fers to call noo-native
~ students by their naJre, but uses terms of address when <Mre;sing
Korean stulEnts. The rule of syrrbolic ~ in language use arrong
rm-native ~ of Kcrean will gain furtlH salim:y as m.J!tirult:urnlizat:ioo
continues to acXI. ~w ~ arxi groops of learners.
IV. Olanges in Teachers: Native and Non-Native
The role of native aocI roo-native teachers in language educatioo has
re:eived ooosi_e atlffitioo with r=t to tre tea::hing of Fnglislt
Team-tea::hing, f<r exarrPo has been research, l'l!1icuiarly in tre )""""""
"Multkultwalizatioo" of Korean Language Edu:ation 131
context, \oVI'm! native-~ assistant teochers are o::Jrl'IIl'XI in the
c1assrocrns(T~ioo am T~ioo, am), Another area of research is differing
types of teocher awareness aM OOW that relates to teoching rractice in the
classnxm Relat6:l. to this, learner awareness arxI. ~oos of differerx:es
~wem native and rm-native teachers has b:Hl arrther area of research
(MeJgye;, l!l.)4; TockI am PunjajXJll, :ml), To date, little research has b:Hl ccOOuct:ed (Xl these issues with TeS(lrt
to t:ea:hi.ng Kcrean, either in Korea or oversms. In ere of the few studies,
Kang am LeeGlx:8) anductffi a study 00 diffam::es rem_ native am rm-native tea::tm; in evaluating 1€aI'Je' Cl:IllX)Sitiens. They f()JJ'X\ that
rm-native tea::ln's focus JlD"e en a:x:uracy than flueocy, arxI. give lower
evaluatiens overnll. Using data frun stua,:.nt evaluations, DlrrronCI(f))
foond that stuOOlts of Korean at Bringham Yoong Univ .... ty rnted
rrn-native tea:tHs higher overnll than native teachers OO::ause leaJ'OO'S
p;n:eived rm-native teachers as rrvre em;athetic. 1re differmce tX!tween
native and ncn-native t.eochEr.> is relevant, oo\\'ever, because each grrup
rrnkes distioct cootriOOtions to language teaching in otht3' cootexts.
Non-native teachers are !'eSJXllSible for the bJlk of language teaching in
mmy ffhx:aticnal contexts, arK! it can re argued that the rmre ccmrrnly
taught a language beo:rres, the gre:at:a" the IJt'PXtien of rm-native
teachers. As Korean language edtx:atien continues to ~ and the IllJl1"by
of leaJ'OO'S continues to irx:rease, the role of rm-native teachers will rmst
likely irx::rease as v.'eI.l.
MeJgyes(I!I.)4) foond the I>=ivoo diffam::es """"" native am rm-native teachers as notEd in Table 1, which is ~ frun Avra an:!
MeJgyes(:lXX): :EI) :
(M"lk of EilgIish
c;.""J
Attina
Attina to
T .....
"" """""
Attin..r
"n,,"" T ..... CoIrure
<Table 1} Perceived Differences in Teaching bet'M3en Native
and Non - Native EngliSh Speaking Teachers
""",,, l'b1-Native
S!:eak better filIlish S!:eak )XXX8" ~lish
Use real Erlglish Use '1xx:Kish" Erlglish
Use English rrae an6dentIy Use English less coofidentJy
P.t:q:t a m:re flexible un:och Ad« a m:re guicHI awoocb Are m:re inrovative Are m:re cautirus
AreJess~ Arem:re~
Attm::l. to t:eteived needs Atterrl to real needs
Have far-fetcho:l CXjX'ctatioos Have realistic expUatioos
Are "'" =" Are rrae strict
Are Jess amrined Are m:re amrined
Are less insightful Are mre insightful
Focus en fh.m:y. rrearUre. l<u'gwge Focus 00: <CCU.I"OCY. f<rJ1\ grdlJllDC
in use, crnI skills. a:ikq.8aI. regi~ rules. 1l'int6:1 .... '<I'd. fctmtl registers
Teoch item; in a'lltext Teoch item; in isolatioo
Prefe- free octivities Prefer cootrdJal octivities
Fava- ~paiJwcrk Fava'" teocher-frrnted \\U'k
Use a variety of rmteriaIs Use a single textbxk
T""'" """ Canx:t/pJnish fc..-~
Set fewer tests Sot ""'_
Use oo'\ess U Use rrae L1
&rot to ooIless trnnslatim &rot to m:re translatioo
"""" .,. """""" Assign m:re Iarewtl'k
SuWy m:re culntral infam.rtioo SuWy less culntral infmrotioo
As shown in tre aoove table, learners P"'(:eive native am OOIl-native
UMulticulturali1atiort eX Korean Language Education 133
~ diffm:ntly. This 00es oot neressaril.y irrPy a ~ereoce for ere or
the c<OO:, and ,,-efmrres are rmre oftm linkfrl to iOOividual learning style
arx:I ~ty variables. The table also sOOws that native arx:I rm-native
_ offer differert prlagcgical 00vantages, suggesting that a antioatioo
of native and rm-native t:eoclHs creates a tn:Jre baIaoce tEXhing p-ogram
The following subsectims ~t exa!11Xes of a:mrmts m native arx:I
rm-native t:eoclHs fn:m ~ interviews 011 language awan:ness that I
an:b.d.ed in am. The interviews oontained fewer referen::es to the
differeoce i:Jet'A."OO"l native arx:I TXXl-native tea:hers OO::ause rrnny of the
interviev.'EeS started Imming Kon:m after cooing to Korea, where
native-~ tea:hers are Ire oonn In all of the exa!11Xes that follow, I
am rrted by F and the interviewee by X NJtewcrthy oontents are given in
OOld
1. Example 1: Graduate Srudent from Kazakhstan Studying in Sro.tI
This e.xarqJIe CXXI"'e> fmn the interview with the gm:Iuate stl.iOO1t fn:m
Kazakhstan diocussed in the (l""eVioos secticn MKOICK is the Korean
IntematiooaJ Coqm.tioo Agm::y.
F: :1~ KOICA {1A§'<l.g. ~1"s}.Jl ~<gJl)l!" .
X oJ, KOICA -lI'll'd* -i!.<l1f >I·l~", oJ '1'lli<>1~ ~Of" "''-1'-1 'lI
F: oj), 1!" x: 4-~£ ~~';tl.Jl F: :rlll 'tl~) tll~.g. KOlCA7t ~~ylJt :1l1) ~>IJI :r:if :1~, oj) ~~l :r:
i' jJ<>IJl. KDlCA 1l':iiIlH 0)9 >IIjJ>l1 01">11 ~~ :1>11 jJ<>IJl. x' :1<jj! -II<>I'1!ol'-l'l}. ~ ~ <i, ~,,-q ~ <i ""Iii>!, 'lI'f71 ~
~ <i ""Iii>! 7,e,!! '" iI<>IJl. F .:r~ft. *oj~'Z! ~Olete~l
x' <>l
The exarrpJe urm-sa:res the irrp:Jrt.arr::e of native-~ teochers in
Korean language texhing overseas where oontat with native ~ may
be linited The refmn:e to farriliarity with the students aOO being rme
inte-esting is in lire with the ~oos rrentioned in Table I aOOve.
2. Example 2: Ethnic Korean Graduate Srudent from Uzbekisran/Russian
This exaI'r1l.e corres £rem an ethnic Korean gra!uate student studying at
Seo..il Natiooal University. The stueent rrajored in Korean in UzWcistan and
later JIDved to Russia I-lelshe sreaks Russian as a native ianguage, is flOOlt
in &lglish. Helshe also studial Japmese in Wliversity as 1M of the rmjor
in Korean. Before this exaI'Il)1e, the interviewee rrentioned that hdshe liked
El1glish b6:ause of hislher tm:her> Mlo were rrn-native ~ oot that
helshe mxh rreferred native-sproka' teach= of Korean when learning
Knrean
F :z.Cj~.g. :z.-f-oJ rm-nativcl., l:Il~oJ~ ~.:<j:-'Z!til
x' 'I F: .:rr.ji!. .lli..£ "J-AJ..g- l:ll~oj~ :.!.eIP·i ."J.~ ~}017t
x: .:r'li j;J-ol, ~ts..
"MJlticu1turalizati(~t d Korean Language EdOOltion 135
F ~~ "C!.7} ~ ~to17} ~t -¥j, ¥~,*.i!. lzfi>}kll.R? X: ~1I1 ;qju1~e W.~~[~
F% x' of of 'J!ofJl '{!,!- non-nat;,,'l)<t .. oj 'lIoj '<I'llll '1I~1 ~ lief
:il. 'llztoH=>J :r >171 '<I'llll~ :r '<I'llIl~1 01 oj 1<"101 01 'l! it ef>ly.:r Y. ~ AJ;f '<I'llIl~I,*:il. t '" \lie ,. oj :r '<I'llll~ .£ jl~ :r~" ml<>IJl :r "f :r ftoj 'fl7 ~ oj'!! 1\-!-°1 >!>I ?JofA, :ri!l:il. :r 2;101 "f '<-"N"i :rl! 'lI~1 'ili"1 oj'!! :r 'II A171~71 alI~ojl ~ Oi .£..t.it!Ol*;>;l '~H-'-.!°l*Al .:z.i(! ~~l ~
>loj ~>I ?Jof·, oj :ri!li! oj'!! 7J>lPI'd ojoJH 'lI1"ofl 'llTl! \'l 0 1 *£!'t! APg-%ol.i!. .:z.r.jJl ~ .:z.r.jJl Oiifi 7J~~'i! etA] Oi ~ ~};>;}~ 7J~~~ °lit D1l~ofl o} ~~~ erJH! ~~ 1!" i;}7"jt+1i1! ~ol Hi;1 it ~ T ~e ~ ~ t ot ~.£. ere ;>;l~ot] Wl.£L
'I"re intaviev.'€£ fcx:uses 00 "teoching trocIitioo~ am ecmnic suw:rt for
quality teoching as infloox:es 00 the quality of noo-native teoch€rs. This. in
tum, raises QUeStioos aOO.Jt how to develCl) quality TXlIl- native spo:aker
t£xhers of Kocean, IWticuiarly with respoct to starting new p1.)gI'arTlS in
3. Example 3: Graduate Student from Turkey Studying in Seoul
This exarJ'.(le ccxres froot an interview with a graluate stWnt from
Turkey studying at SooJI. National University. 'I"re stliOOlt Jrnjon:rl in
Korean in Turkey am ~ Turkish as a native language arxI learned
English ;n school ;n Turkey. Heishe also ieaJ11Erl sorre r/Irares m Freoch
arxI Gerrrnn arxI is studying Russian rrivat.ely in SooJI..
X ~H'll~'H 'fl~loJc<l :1 "fl \l' 1<'4'1 ~,,"IJ" :1l1'-m ~I 'liZton :: :::I 7-j~ * ~m!<j, ~ojiL -~.g £.-;:-O1{£ %ti\i).i ~~ojit llH? :: .:r'li llJttj ~.g. til ~17 1.c ~f:r-n Ki!}7t ~q.jl "§zt% iSlliL ~°JoI~ e71 'lM<>1*71:J. 3!~ -I!oJ'1!tftl AI '1-1i 0 ) ~ >llJil: :1;1" '! ztelA. ~ 7H~~.9-£.. llH~7)f llHfle r-l]R .R?]OI] 2j-A-j ~~ 5fl e [i]
Jl 'fr% ~oJ ¥~ :::I ~.g. -r 1; ~TY. :l~711 1zt~oj.a.
The interviewee states a strong IYCfcrcoce for native--~ tea:hers,
rut frcm tre ~ve of language skills, rather than the cultural
~ve of the interviev.'Ce fnxn Kazakhstan cr the p:rlagogicaJ p::'f'SJRtivc
of the interviewee fnm Russia'Uzbekistan 10C intcrviev.'Ee frels that
histher tirre sp:nt in Korea has tffn teneficial in OClpng him'hcr learn
"real languag,"
'Ire inlffviews with high-intcnnrliatc arxI advanre:I learners of Korean reveal develqxrl arx:l highly sr.IDfic, rut differing ootions ab::xJt the role arxl
chara:ter of native and rm-native teochers of Korean. TIese ootiOllS largely
mirror tOOre discussed in the literaturc{M£rlgyes, 19}t; Avra am Mxlgycs,
am). The smill nllJ'J"b.>r of intervicm and the rroficieocy level of the
interviewres rmke it difficult to cUaw any firm o::n::lusioos, b.rt tre intcrvicv:s
raise irrp:rtant issues that will attrn::t greater attention as the nurrter of
noo-native tea::hers continues to rise arxl diversify in I11Ilticu1turalization
V. Conclusion
As rTOltioncrl at beginning of this p:q:er, rrulticulturdlization is refined as
"MulticulturaLizatioo" of Korean language Education 137
a rrocess of creative oonstructioo an::I ckstructioo that takes plares when
nultiple cultmes an::I languages inlff<d: an::I ~rrix~ in a given social unit
SOOaI uruts i";oo, """"""'" fmn farri!ies, mal """'" "srrnII 0JItures," to _ Ia:al, regiooai. am natiooai 0JItures. As tre Karon laro<wge has ,....,n an::I cootinues to attroct feW tyI:es an::I gnJJpS of Iearm'S, nulticulturalizatioo
has creata:! feW an::I previoosly unirroginable, often ~, situations of
language use - what \\'e think is reality tOOay disawea,rs tcm::rrow.
The challenges Wl1JJght by lIlJitiOJlnrralizatioo yield a lEW research
agenda in Korean language educatioo foc:using 00 the re:sEaIcl:t questions in
the folJowing areas:
I) Patterns in roo-native discoorse in Korean:
o \Vhat is the role of roo-native di!ro.lTSe in learning K1rean at varioos
stages of language &!velcpTffJt?
o What is the role of affect in roo-native disro..rrse arxl. discoorsc
with native ~?
a How aware are learners of language p-oficien::y am native-~ rmns arxl. how 00 their an:etXions of p-oficien::y influeoce t:heir
language use?
a What is the role of synix>lic ~ in nultilingualleamers of
Korean?
2) Situated oognitioo related to native an::I roo-native tea::l'e's of Korean
a How 00 learners p;rccive diffen::n:es Jrtv.'€erl native am roo-native
tea::hers'
a How 00 teocrer ~ons of t:heir roles an::I self-iOOltity affect
de:::isioos al:o.1t classroom tea:hing?
a l-bw do OOl-native tea::hers develw self-confideo:::e in teaching
language aOO culture aOO at rrore advanced levels?
a \\!hat are effective roles fer native aOO non-native tea:hers in
classroom tea:;hing?
ThcxJ.gh lirrited by the srmll saJl1)ie size, the intervie'W"eI'S discussOO in
this ~ IJl)vide insight into answering these (Jl.Ie:Stions. ~elqing full~
ansWff"S will help deep:n (l.D" urxlerstaOOing of rrulticulturalization rreans fer
Korean language Erlucatioo, which will, in tum, help us tackle the new,
W1imaginable language use situations that are sure to CClrre.*
References
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TeochEn· ~ """,tal NovmJJo- aJ, am, Kon>an SIG, AClR
am Annual Coovartioo arxI. l...anguage Exp.J, San Diego, U.SA
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AcQuisiticn ResrorrJi; 1heoretiroJ end MetJrxidogiroJ Issues). Mahwah,
NJ Lawrence Elilrum
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~r~:s:m-~.
"Multiculturalizatioo" of Korean language Education 139
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t<t:han yeoogu: VtUHXrin(NS) gyosa wa tiv.tre:rrin(NNS) gyosa ul cryu
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j~o' . " Retrieved ~:D, m frun
http://www.cblgaccmllbnlootpJt?n=m IOlo.mt _ PubOC RaloOXlIl. "Sooth Kaffi taldes m>lticulUJrnlism" Ralo _
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PctJert J. Fooser
0] l=!tt %-jl"iI ~ i!."if ~Roj ~At7} ~~ ~;r;>;} ~:::: AI-%;>;}.£A-j
>171 'lI'IVJ 'HI 'Ji ''\,>'ll''l 1<'''1'1_ ,ro I%;tesido :!lB) "''lI'l1 'HI% <'ct, _ BmmnI1!lll)£1 ",C1LJEj!rrodemity) "'£I *1 '1!'I '!l ~"l<ofl qj~ °IH "1 ... = 'cH<'I'l'\= ... c1LJEj5'. '1!~ '1!oJ'f ~'I£I 'll"'*1 '-1"'~ AI>11¥-J= 'lI£I~ct, ~<>IIA1£1 cH<'I'I 'f'lI~ ~~ .il~<>II ~.g. ~tl:% lJl~ t;-h~r;>;t~~ q.oJ'~ <.\~~q..
01 ~>iI{l <}T'171 -1I'iI amI'! -f'1l71<>11 ~ <tiF116 '1)% ~ >1 *5'.~ 'lI'l5'. 'l!EHHlct, '1!oJ A~ 'Ji ll>lAJ '1'il i'Hl'ilAi, 01 'l!E1 ~ • ~ 7M<?!aJ .:ri!.l.Jl .il{loflA-J ~ir;>;}21 ~oj~ 'jJ 1I1~oj,{!21 2lA)±% ~t:.JloflAi 01 "i':::: ti).~ ~~q.. 01 ~l4E Ef. ~~ 'i1T~ 7};j:]7} ~~ ~ ii~ ~
lIofl"-j tll~oj'{! z.l<>fl °lifoiAle tlI§1.21 <?4~, t!c>J1il '}! tll~oj'{! :iZA~ tlI ~ ~~;>;}21 <U~, .:ri!.l.Jl ~~ 2l o1.£. 't~ tll~o!,{! ~oj "l-%;>;}2.l lI~IVJ
'I" 'l! 'll>lAJ jiAJ'(;dentity "",_00)<>11 i'W *1 '1!'i' 'l!~ " ,pm<+.
i'1'>iloJl cH<'1'1, ~'1!oJ'1'£I, AJ"£I~J, '1!oJ£lOj, 'HI'! "'''1, "lfloJ'1! 'it'l, floJ'1!I"lfloJ'1! ~ .ilAI
"MulticuJturalization~ of Korean ~ Education 141
• Abstract
"Multiculturalizat ion M of Korean Language Education
Pdlert J. Fauser
This IJlI:H" focuses rn oow lrorrers of Ka-ean at the high-intmrroiate arxl
atvarre:I le\'els coostnx:t icbJtities arxl rmniI11iate • syrrixllic ~ n
(Krarrs:h arxl Whitesire, am) (6 language lrorrers am US6"S. 'Ilv! IJlI:H" draws
00 t-.1arshall B:nron's O£62) discussirn of ~e am insecurity in mxlemity to
~ "rrnlticulturalizatioo" as mxlemity irdt.re:I coota::t ~ languages am cultun:s. 1k )IOCCiS of rrulticultur.:tlimtion has changcrl the focc of Korron
language e:Jucatioo by creating new ever diverse groop> of learrers.
To investigate trese issues, a series of l}-rrinute cp:n--m:led interviews with
16 lrorrers was ardocted in the later half of am. Related to iOOttity an:!
language use, the interviews sMI light 00 OOW learm;s intmd. with native arxl
rro-native ~ beth in ):ri\~dte an:! classnxm discoorse. These firrlings in
tum raise a nurrber of research questioos regarding the rcle of discrurse arrmg
rro-native sp:akers in a:quisitioo of Kman, leatm" views of native arxl
rro-natlve tea::l"6"s of Kenan, ani !1U"e 1:mdly, creatioo an:!. OC'g(tiatioo of
icHttity (6 rro-natlve ~ of Krrean.
[~ """I MJtioJl_ r/uriIirouaIiSITI situa!£d awl"" _ '''''''''''' synfuIic ~, TO"l-native discwrse, native ani TO"l-natlve
tea::tus of I\cr"ean