"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 ~

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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}

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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}?

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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<!

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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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Bmmn. M(1~). Ali tIrJt. Is Solid Melts into Air: rh Experience rj Modernity.

New Ycd.: Sirroo arxl Schuste". I:lanm1, J(am). • A Corqruison of Native arxI. Noo-Native College Korean

TeochEn· ~ """,tal NovmJJo- aJ, am, Kon>an SIG, AClR

am Annual Coovartioo arxI. l...anguage Exp.J, San Diego, U.SA

I).llf, P. AI:ro7), Cxe 5<* Resrord< in Applied linguislic; (5ewJd lalgwge

AcQuisiticn ResrorrJi; 1heoretiroJ end MetJrxidogiroJ Issues). Mahwah,

NJ Lawrence Elilrum

* 0] ~~~ alII. 11.:n .!f-J!:s:I9;lE-uJ. am. 12. 14. l(!1I~1 -?:!:§:1 ~ ~}.t{t 7l~ 7\1:417)­

~r~:s:m-~.

"Multiculturalizatioo" of Korean language Education 139

Goss, S. M(I!B7l. I"", I",enrn". arl the Semr/ _ Unmer. MID"",

Nj: La"""" &i00uffi Kang, N. - LL an:! I..re, S.-b.<aX8l. "Hangugeo gyosa ui ~a cryu pyl.U1gga e

t<t:han yeoogu: VtUHXrin(NS) gyosa wa tiv.tre:rrin(NNS) gyosa ul cryu

JHli~ ~ rul j~ rum" Gugeo gyc!:fI.k. yeargu?2, Wli6-?Z7. I<rnm<I> C ,,00 Whi""", AIJlll). "Language i!rokl!Y m MJItilingual Setting.

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",,645 - 671.

Krnshen. S.11!l6), The I"" Hypahes!s' 1SS<JeS arllm;limtim;, Loogmm.

Lay, j., ,,00 W"".-, IW!lJl). Sitwted Lroming.' l.egiti=le PeripheroJ

Partidp::ltim CarmicWe: Carrtridge UnivE!Sity Press. ~es, P. (004). The Nm-Native Tf:'1Xh!r. Ma::rrilJan Publishers, Lcn::k:n Mxre, n m:I Gajo, u :;n:PJ). ~Intn::ductic::tJ: FrerlJ. Voices 00 A~sm and

PllrirulUJrnli"" 'Ilmy, SigrOfica<e o<l _",," l"emMvI ]""" if Multilingwlisn 6(2), ",,137-151

Tqjiro, A and Tqjino, y'(3)))). "Native and Noo-Native: What Can They Offer?

l£ssoos mm Team-Teaohl", m J_', ELT ]cunoI54l1l, ",,3-11.

TOO:!, R W. and f\mj~ P.(ax:9). "fnliicit Attitl.xks towards Native aOO Noo-native Sp;o.ak€r Teochen;", System 'Jl, w.Z3-33.

Arva, V. am Medgyes, P.(3)))). "Native ard Noo-Native Tea::la's in the

<lassroom - S,."em ~ ",,:ffi-371.

Dong-A nixllO:tDl:a- 10, JUlI. "Miyulci yoosa, gITochi j~a ~ '00p 00

j~o' . " Retrieved ~:D, m frun

http://www.cblgaccmllbnlootpJt?n=m IOlo.mt _ PubOC RaloOXlIl. "Sooth Kaffi taldes m>lticulUJrnlism" Ralo _

re!rieved 0:tDI:a- 15. JUl mm h,,,,//"WW.,,,.O<g/terrPatesitranscrii1/transcri[1.r/Jp?s<ayldoSI8ImL

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