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Kang Hyoun hwa. 2010. A Study on a New Direction of Culture Education: By Discussion of Controviersial Issues on Current Culture Education. Journal of the International Network for Korean Language and Culture. Vol. 7-1. 1-30. This study attempts to investigate several issues featured in Korean culture education and suggest a future direction in which cultural education should be oriented within the context of language education. In this paper, the following results are obtained by analyzing the previous studies and examining controversial issues about culture education. First, there has been a lack of discussion about the concept of culture and its scope that should be dealt with in language education. The scope of culture education can be differentiated by the purpose of learners as well as the target of education, which is associated with the learners' demand regarding culture education. Therefore, future discussions on culture education should be based upon the purpose-driven and target-specific approach rather than general discussion over the all aspects of the culture education. Second, by a comparative analysis of domestic and international studies, this study finds that there is also a relative lack of discussion about inter-cultural and ethnographical cultural studies, and that a research focus should be placed on culture education contents that can cause communication problems. In addition, depending on the international influence of the so-called target culture and whether or not a learner has prior knowledge, there should be a discussion about what should be benchmarked and how to differentiate among a variety of foreign culture education methodologies. Third. this study tries to differentiate between culture education contents associate with language education and independent culture education and identify their methodological differences in culture education. A further discussion in this way can contribute to establishment of contents in cultural education within the context of language education.(Yonsei University)

Sung-Mi Kwon. 2010. A study of the learner participating teaching and learning model which utilizes portfolio for teaching Korean language culture. Journal of the International Network for Korean Language and Culture. Vol. 7-1. This study attempts to investigate the foundations of teaching Korean culture for developing Korean learners' cultural literacy and to generate a learner participating teaching model. For this, the study establishes the goals and procedural objectives of teaching Korean culture in Korean language classes, and elaborates on the foundations of teaching culture specifically in terms of improving proficiency. The study leaves out general Korean culture which is not closely related to the language and categorizes the contents of Korean culture for Korean as a Second Language into two groups: the culture presented in the texts and presented in substantial language forms and the culture which is not presented in the texts but pragmatically acceptable. The study also maintains the significance of developing teaching methods which learners take the lead in bringing the real-world into the class. Finally, based on the foundations, a teaching model that utilizes television dramas and learning portfolios is proposed, and a module for such a model is provided. (University of Seoul)

Jin Yan. 2010. Study on the Culture Literacy Education using TV news. Journal of the International Network for Korean Language and Culture. Vol. 7-1. 59-80. This study starts on the premises that the Culture Literacy in Korean language education is one of the important abilities and it is possible to improve Korean Culture Literacy through TV news. First, this study begins with the discussion on the macroscopic classification of Culture after the investigation into the identity of Culture Literacy. The characteristics of TV news has also been examined from the perspective of Signifiant and Signified. And then, the contents of Culture Education that can be dealt through TV news has been extracted. And this study executed the Need Investigation into the lessons using media and TV news aiming at Chinese learners of Korean language. The discussion about the selecting principles of TV news in Korean Culture Education using TV news has also been carried out based on the discussions stated above. This study is meaningful that it emphasizes the culture education of comtemporary daily life of Korea, not the traditional culture that is usually treated in Korean Language education. And the other meaning can be found in the fact that this study develops its theory by using TV news, not by dramas or movies.(Seoul National University)

Tschung-Sun Kim. 2010. On the Contents Development and Teachers’ Training for Multicultural Education. Journal of the International Network for Korean Language and Culture. Vol. 7-1. 81-116. This paper aims to show guidelines of contents development as well as teachers’ training for multicultural education. Korean monoethnic nationalism was a necessary history formulated as a reaction to foreign invasions and Japanese colonialism from the end of 19th century. Rather, non-exclusive assimilation is a characteristic of Korean culture. Therefore, the discourse of multicultural education in Korea should be approached from both a pluralistic and assimilative perspectives. The divisive roles of teacher and student, a principle of general education, is no longer effective in multicultural education. It is necessary not only to encourage minorities in adapting to the new mainstream culture surroundings, but also to include the majority in becoming citizens of the global civil society. This new approach to education on a global multicultural scale, henceforth called ‘refinement education,’ takes a step further in the learning process by training people not only to be culturally aware, but also to become ethically responsible in a global sense, in building community through today’s dynamism. This can only be effective from a disciplinary, rather than an areal, approach to the culture. In order for dual participation by both teacher and learner as ‘creative subjects’, the dichotomy must evolve into the paradigm of “participation and sharing”, the principle of web 2.0. Based on this principle of web 2.0, we can reform the forum of multicultural education into a playground, transforming both the teachers and students into gamers. The gamers can thereafter make creations spontaneously on this playground with fun. It would provide a platform for ‘adaptation education’ to happen naturally, which provides a start point into ‘refinement education’. Because refinement education would be a necessary complement to a teacher’s discipline in the field of multicultural pedagogy, this can prove to be a realistic difficulty. Success of program lies in the caliber of teachers, but the caliber of teachers lies on the quality of the training curriculum contents. This research, therefore, aims to awaken the administrators’ and active teachers’ realization of these facts, and to guide them to a more effective direction towards multicultural education. (Keimyung University)

류승완, 김금현. 2010. 한국어 교육에 있어 문화교육의 역할과 중요성 -말레이시아 대학에서의 사례연구-. 한국언어문화학. 7-1. 117-144. 본고는 말레이시아에서의 한국어 교육에 있어 문화 교육의 필요성과 중요성을 실증적 조사를 통해 알아보는데 중점을 두었다. 한국은 물론 인근 동남아시아 국가들과는 달리 다인종, 다문화, 다종교 국가로 대별되는 말레이시아는 국어인 말레이어 외에도 중국어, 인도어 그리고 영어는 물론 토착민들의 토속어 등 사용언어에 있어서도 다언어 국가로 특징 지워진다. 80년대 중반부터 대학교 선택과목으로 보급된 한국어 교육은 언어구사능력 중심 교육에서 90년대 말부터 서서히 문화 교육을 도입하기 시작한다. 문화교육의 중요성을 인지하고는 있으나 실질적으로 한국어 학습자들이 어떠한 문화교육을 얼마나 필요로 하고 있는지를 알아보고자 하는 데 이 연구의 목적이 있다. 설문 및 인터뷰 방식을 채택, 단계별로 학습자들의 한국어 학습 목적 등에 관한 설문조사와 한국에 대한 지식 및 문화교육에 대한 학생들의 요구도를 조사하였다. 연구 대상자는 세 그룹으로 나누어, 첫 번째 그룹은 한국어를 선택과목으로 수강하는 말레이시아 국립 대학교 학생들, 두 번째와 세 번째 그룹은 말라야 대학교 학생들로서 한국어를 선택과목으로 그리고 전공/부전공으로 하는 학생들을 나누어 조사하였다. 연구 결과는 각 세 그룹 학생들의 문화교육에 대한 인식과 관심이 많은 부분에 있어 일치하고 있음과, 앞으로 말레이시아에서의 한국어 교육에 있어 문화교육의 체계화와 및 비중이 높아져야 함을 제시하고 있다. (말레이시아 국립 대학교, 말라야 대학교)

Hyunsik Min. 2010. A Study of an Attitude survey on Korean Language Learners in the United States. Journal of the International Network for Korean Language and Culture. Vol. 7-1. 145-171. A research on the actual condition of Korean language learners in American universities was conducted. The Korean language learners are divided into heritage learners and non-heritage learners. As Korean language has become popular, the number of non-heritage learners is increasing. The learning period of Korean language of the heritage learners is about eight years in average and that of the non-heritage learners is ten months. One-third of children of overseas Koreans has never visited motherland thus it is necessary to promote diverse motherland-visiting programs to help youth of overseas Koreans have pride in their motherland. The learning motivation of the non-heritage learners is very high whereas that of the heritage learners is low. Thus Korean language courses offered by weekend Korean language schools should be acknowledged by giving valid credits from the office of education and be connected to Korean language courses at college so that they can take the Korean language courses continuously. Kimchi, Bulgogi, Taekwondo, and Hangeul appeared in high rank of Korean cultural items. Education of Korean history is very insufficient thus supplementation is necessary. The work to improve the image of Korea should be done simultaneously for the progress of Korean language education in future.(Seoul National University)

Park su-kyung. 2010. A Study on the Utilization of Cognitive Linguistics and TPR Teaching Methods for Korean Language Education -Focusing on Polysemy Verb ‘japta’. Journal of the International Network for Korean Language and Culture. Vol. 7-1. 1. 173-196. In so called 'Glocality' era where globalization and localization are being proceeded together, more than million foreigners live here in Korea whose nationality and native languages. In this article, it is proposed to utilize cognitive linguistic analysis and TPR (Total Physical Response) teaching method to teach Korean language, in particular multi meaning verbs. cognitive linguistics and TPR teaching method are language teaching methods compatible with experialism, which is the mitigated relativism beyond the traditional objectivism, relativism and nihilism. It goes with the denial of dualism of body and mind where the experialism lands. Experialism provides the foreign learners with various language backgrounds with philosophical base in foreign language learning by trying to interpret the meaning of language based on the body, which is common in all human beings, although it places great importance on their experiences. In this article, the focus was placed on the verb of 'japta'. A teaching method was proposed borrowing from the traditional semantics analysis results applying phenomenon-a concept in the frame of cognitive linguistics, core schema and container metaphor. Additionally, the previous studies were supplemented to clarify the multi-meaningful structure of ‘japta’. This study confirmed that cognitive linguistics and TPR teaching method can be applied to foreign language education efficiently.(Pusan National University)

Ju-Yeon Suk. 2010. Institutionalization of Korean Written Language Culture and Hunminjeongeum. Journal of Korean and Culture. Vol. 7-1. 197-218. This paper studies the institutionalization of Hunminjeongeum. In general the process of institutionaliziation should be accompanied by the isomorphism and legitimacy of innovation. The invention of Korean alphabet system Hunminjeongeum was a clear case of innovation. Koreans could communicate their thought in terms of their own new characters in written texts. In order to institutionalize Hunminjeongeum, King Sejong let his bureaucrats create Korean isomorphic written language culture employing new alphabets, and the bureaucrats themselves played a key role in establishing the legitimacy of the new alphabet system by putting their efforts in publishing the manual of new alphabet system, 『Hunminjeongeum』. The invention of new alphabet system and the publication of the manual, 『Hunminjeongeum』 were the essential steps for the institutionalization of Hunminjeongeum. (Chosun University)

Yoon Kyeong-Shin. 2010. An Analysis of Korean History Education leveraged by Korean Literature written over the Japanese Colonial period. Journal of the International Network for Korean Language and Culture. Vol.7-1. 219-237. "History" is an important part of the Korean literature education and this thesis is about how to teach "history", especially the Japanese colonial period in Korea, to foreign students. The Japanese colonial period was never discussed in detail in classes as a favor of Japanese students, however, it was found that Japanese students actually want to know more about the period, according to the research. To meet their needs, it is recommended to leverage "literature" as a way to teach the Korean history over the Japanese occupation period as "literature" has strong reflection of culture and history. To begin with, it is necessary to select the right literature which covers the Japanese colonial period most objectively and make people share common consensus. It is also necessary to design the right education methodology to enable students to understand the value of Koreans who lived during the period. To meet those two objectives, I suggest to use "Seo Si", a poem written by Yun Dong-ju. "Seo Si" is one of the most well known poem with great mean to Koreans, and Yun Dong-ju is personified as a poet over the period. If we interpret the poem as an introspection of the poet who lived the period rather than resistance towards Japan, foreign students, especially Japanese students, can come up with common consensus and finally understand Koreans better who had gone through the period.(Korea University)

Cho Heung-wook. 2010. A Study on the Way of Composition in Seodongyo Folklore. Journal of the International Network for Korean Language and Culture. Vol. 7-1. 239-259. According to the account of Seodong in Samgugyusa, King Mu wrote "Seodongyo," married princess Seonwha of Silla and built Mireuksa Temple at the request of Seonwha. However, the difference can be understood upon more detailed analysis of Samgugyusa. As already mentioned, the records dealing with King Mu consist of the legend of Seodong and the legend of Mireuksas's construction, the former based on legend and the latter based on fact. that is, the legend naturally continues onto the factual story of the temple. In general, most legends about the construction of any particular temple serve to clothe the temple in divine grace to lead the people to Buddhism. Therefore, the part in the legend that deals with the selection of the temple site is usually described in association with a strange, divine incident. This is the case with the story of a Maitreya triad appearing in the middle of a pond before King Mu and his queen, thus leading to the construction of Mireuksa on that site. In conclusion, it can be said that the legend of Seodong is a folk tale handed down among the people while the legend of Mireuksa's construction by King Mu is based on historical fact. Though the two tales were separated to begin with, the love story was incorporated into the story of Mireuksa as a way to enrich the legend of its construction. (Kookmin University)

Hyun-Suk Jee. 2010. The New Inquiry of Researching Culture Curriculum in Korean Language Education - Passing ‘Multi-Cultural Education'. Journal of the International Network for Korean Language and Culture. 7-1. 261-290. If we design Culture Curriculum in Korean Language Education, we should go beyond the unilateral explanation of Korean language and culture as assimilation. We need to overcome multi-culturalism and find a new educational agenda for the 21st century. In this research, I analyzed seven kinds of Korean textbooks and 30 institutions that teach the Curriculum of Korean Culture. Moreover, I carried out a survey targeting 140 stake-holders like undergraduate and graduate students, professors who teach in the Korean Department, Korean faculty and staff members. As a result, I found out that not only are they narrow-minded and assimilate Korean learners to Korean customs, but also that they focused on teaching the 'Korean language' and not the 'culture'. In terms of designing an alternative Cultural Curriculum in Korean Language Education, I suggest that we should consider three factors: first, Cultural Education for raising cultural awareness, second, Cultural Education for the cultivation of social norms, and third, Cultural Education for practicing attitude.(Paichai University)