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This article aims to describe Canada’s linguistic policy, its policy pertaining to multiculturalism and their application through the official language and heritage language education. What can Korea learn from this experience.In 1969, Canada adopted its official language act providing an official status to English and French language. This law gave to all citizens the right to receive services from the Federal Government in both languages. Regarding the official language education, we look at English as a second language for allophones and French as a second language for Anglophones in the province of Ontario. The English program is divided between ESL and ELD. The reason for this division is the influence that the first language literacy has on the second language.In 1971, the Trudeau government recognized multiculturalism as component of Canadian society ; and in 1988 the Multiculturalism Act was passed which gave allophones the right to preserve and develop their culture. Except for English, French and aboriginal languages, all languages spoken in Canada are considered as heritage language. Those languages are an important tool of communication within families. They are influenced by second languages (the official languages). Those heritage languages are recognized as important assets for the society. The school boards of the province of Ontario provide heritage language education once a week for two hours and half. Teaching rooms, teachers’ salaries and professional development resources are paid by the government.Finally, Korea can learn three main lessons from the Canadian experience. First, to prepare for a multicultural society it is necessary to develop a linguistic policy. Also, Korean as a second language for immigrant children should be managed from the viewpoint of bilingualism. Third, children’s mother tongue should be taken into account by the education system.

This paper reports on a recent AATK-initiated project to develop National Standards and Guidelines for Korean Language within the framework of the Standards Collaborative of the American Council on Teaching Foreign Languages. When developing high level of language and culture proficiency is considered to be the first priority in the field of foreign language education, it is vital to provide a blueprint to implement a formal sequence of Korean language education for K-16 in the United States. National Standards will prompt constructive development in areas such as teacher education, professional development, curricular design, pedagogical research and connecting heritage language education with formal school curricula. In particular, we will examine how the notion of intercultural understanding is promoted and incorporated within the five big goals (Communication, Cultures, Connections, Comparison, and Communities) of the Standards.

本稿係以做爲外國的韓國文學敎育方法論之角度, 來探討國外之韓語敎育如何講授韓國文學. 爲此. 本稿將分析國內外韓語敎育機構實施中的韓國文學相關敎育課程及科目. 檢視韓國文學敎育在做爲外語的韓國文學敎育中之地位. 具體而言, 目前海外韓語敎育機構係以入門(introduction), 閱讀(reading), 飜譯(translation)與比較文學(comparative literature)等各種方式講授, 學習韓國文學.本文採用比較文學方法論, 提出具體的韓國文學敎學目標, 內容與方法, 爲將比較文學應用在做爲外語的韓國文學敎育上, 必須將某些因素納入考量. 特別是在對比硏究方面. 由於與影響硏究不同, 必考量數項基準在選定作爲比較對象的作品. 首先, 在韓國文學敎育中做爲比較對象的文學作品, 必須是在各自的文學史上具有代表的作品(正典, canon). 其次, 活用已經飜譯爲本國言語的韓國文學作品更具效果. 此外, 爲有效推廣韓國文學敎育, 所挑選的文學作品必須簡易且符合交法, 卽使是其作品足以代表韓國情緖的作者之作品, 也必須是沒有過多方言與文學性修辭的作品.最後, 本稿將以金素月的｢개여울｣爲例, 說明敎學方法. 由於此詩具備 ‘大衆性’, ‘普遍性’與‘易讀性’等優點, 對於外國人而言, 是適於用作講授韓國文學的題材.

This study suggests learner-oriented creative education as a way of teaching literature in Korean language class. Currently teaching literature in Korean language class is carried out by learning and appreciating Korean literature that is already contained in Korean language text book published by each college. However, the number of literary works provided in text books is limited and learners have to passively study what is given to them by the book. This study intends to suggest a way to have learners engaged in studying literature in more profound and active way. As a way of teaching literature in learner-oriented manner, I chose a project work and described it thoroughly in this study. Various ways can be used to teach literature using this project work. This study introduces a model of a project work through which learners studied poetry. Subject of the project work was Korean literature and the form was a radio show. Learners chose a writer and read her work in depth and composed a radio broadcasting manuscript in the form of a conversation. Then they practiced reading the manuscript, recorded it and produced a CD as if it is a radio show. Lastly, learners advanced to next level and wrote poetry in Korean. Whole process of this project work was conducted by learners in active and creative manner.

Based on a Korean 21stcentury Sejong Program corpus, this study sets out to investigate the semantic prosody of modal adverbs. Furthermore, it gives a detailed contrast and analysis of their grammatical and pragmatic features by means of description of the cohesion between adverb and predicate as well as the internal structural relations within sentence patterns.

In this thesis, a teaching plan will be prepared by selecting the culture vocabularies needed in beginner's level as the method for culture education. The learners at beginner's level who have just started to learn Korean language have not only deep interests in Korean culture but also strong desire to learn Korean language. Learning basic culture vocabularies provides help in the life in Korea but conducting culture education from the early stage of learning is considered to be very desirable since it is closely related to the ability to communicate in Korean language. Accordingly, the culture vocabularies that fall under 20 culture categories such as food, habitation, clothing, transportation, family relation, subdivisions of seasons, tourist attractions, cultural assets, rite of passage, persons, play, art, shopping, education, exercise, leisure, seasons, disease, Korean symbols and name of place will be presented by analyzing the list of culture vocabularies that will be recorded in learner's dictionary and culture vocabularies of beginner's level Korean language material and setting the standards of classification based on this content. Lastly, an actual plan for culture vocabulary education will be prepared through the method of 'presenting of culture vocabulary according to the circumstance, using visual material such as photos or picture, utilizing game, activity of reading and writing or listening and speaking and comparing culture vocabularies.

Manjuria is a region which has been full of confliction and problems in the history. The poet, Yun, Dong-ju was born in Manjuria as the third generation of Korean immigrants and died at the age of 29. He lived in Manjuria for total 22 years containing the period spent in Meong-dong, Bukgan-do for 14 years. He had to leave his hometown filled with memories of childhood to study and the hometown was the place of eternal yearning to him. His mother was in the center of his yearning. So Manchuria was the place of maternity to him.Sim Yeon-su was born in Korea and moved into Manjuria when he was 6 years old. During his life of 28 years, he spent his last 14 years in Manjuria. To him, Manjuria was the place of settlement through pioneering. He expressed the familiarity about Haeran river and Yongjeong of Gan-do in which he lived. Manjuria became from a foreign land to his hometown through the long years of living there.

This paper has its aim to set up a curriculum for a specific academic purpose, while applying one of the three main prototypes of content-based instruction, that is, theme-based language instruction, to teach the Korean language to students majoring in marketing studies. This work reviews the language teaching approaches of content-based instruction, tries to develop a framework to teach Korean for specific purposes and then prepares a detailed syllabus, a system of methods of teaching and teaching Korean to BA course Chinese students specializing in marketing.The authors cite a concrete example of practical Korean language teaching which is carried out through an application of theme- based instruction at a university level. This course is planned to help the students study the contents of their major, that is, marketing, and language elements (basic academic terms, vocabularies and markers) and also study skills. The paper shows specifically what themes and contents are to be covered in the classes of a Korean language course for marketing and how a time-limited class hour should be conducted. The research ends with five suggestions which should be considered for Korean language teaching for specific academic purposes.

Korean dramas started the Korean wave in Vietnam and are still a favourite for Vietnamese people. Loving Korean dramas has become a motive for studying Korean language and culture among a great number of Vietnamese students. Therefore, using the Korean dramas as teaching materials would lure the attention from the students as well as create an interesting studying atmosphere. In addition, Korean dramas use lively and daily communication language so as to help students to approach to the modern language not the formal one stated in the textbooks.The study aims at recommending a suitable teaching methodology of Korean language and culture through television dramas. The contents of Korean language-culture teaching and learning methodology in this paper include three parts: linguistic etiquette, productive skill based on comparison of language and cultural characteristics of Vietnamese and Korean languages, and the general Korean language-culture teaching. Regarding the teaching methodology of Korean language and culture through television dramas, this study brings about some suggestions such as using drama as a audio visual media in practising speaking and listening skills, using drama script in improving the reading skill, and sharpening the writing skill by rewriting the script in the cross-culture perspective.

This paper is written the purpose of stating language culture education plan as based on comparing Mongolian and Korean Language-related proverbs. The proverb reflects various cultural factors. Accordingly, number of cultural similarities as well differences between Mongolian and Korean proverbs are noticed through this comparison study. As result of analysis I would propose a specific culture educational method especially for Mongolian who study Korean language based on the differences found by this analysis. The ultimate object of Korean language studing intended for foreigners is the improvement on their communication ability between Korean, and culture education training would assign in particular position for this purpose. Accordingly identified the cultural differences as comparing Mongolian and Korean proverbs and would propose an effective teaching method for Mongolian students who learn Korean language in the principle of specifying the cultural differences. The research paper made up as following contents. First, inherent meaning and expression schemeof proverb were analyzed for extensive comprehension of proverb. As seen of expression scheme, proverb belongs to the language group. So through the analysis specific features of the two languages in language characteristics, and proverb expression scheme similarities and differences of the two countries could have been identified. Furthermore, this research is focused on analysis in Language-related proverb as applying main composition and similarity manners (analyzing the main rhetoric and metaphor.)As for language culture teaching I mostly aimed to focus on explaining culture similarities and differences as applying proverbs. (On view of culture education, this paper suggests consideration to the education and comprehension of cultural difference between Mongolia and Korea by proverb study.)It is capable to improve expression ability under using proverb. More over it is having potential to improve illustrating ability of students that follows as consequence of explaining difference of comparison method, and comprehension of similarity/likeness and conversion in both proverbs of the two countries, and based on clarifying proverb related to words of respect and relatives, and habitual Korean proverb context.