Earticle

This paper reports on a qualitative study that examined the perceptions of eight preservice English language teachers from mainland China about their English language learning experiences within an undergraduate teacher education program in Hong Kong. Based upon a framework of identity construction, and using in-depth interviews conducted at regular intervals during their freshman year, the study explored how the participants’ constructed identities as English language learners as they crossed geographical and educational boundaries to pursue higher education in Hong Kong. The study illustrates that the participants’ experienced challenges in realizing the multiple language learner identities they sought to attain and that this may have resulted in conflicts and antagonism between different identities positions. Implications for providing language learning opportunities to mainland Chinese learners enrolled in higher education institutions in English speaking environments are discussed and suggestions for future research considered.

본 연구에서는 한일다문화가족 자녀의 일본어교육 관점에서, 2018년도 도봉구다 문화가족지원센터에서 실시한 이중언어환경조성사업을 고찰하였다. 그 결과, 다음과 같은 순기능을 확인할 수 있었다. 첫 번째, ‘이중언어 부모코칭’ 은 이문화이해와 이중언어교육 및 환경 조성의 중요성에 대한 부모들의 인식을 긍 정적으로 개선하고, 이러한 부모의 인식개선에 따른 이중언어환경조성이 자녀의 일 본어학습에 대한 동기부여로 이어질 것이다. 두 번째, ‘부모자녀상호작용프로그램’ 과 ‘이중언어활용프로그램’은 부모와 자녀 간의 정서적・문화적 연대감을 강화하고, 일본어 발음 등의 음성언어를 자연스럽게 접할 기회를 부여할 것이다 .또한, 이를 계기로 일본어 듣기/말하기 활동에 대한 흥미를 유발하고, 말하기/ 듣기 능력 배양 을 위한 환경 조성에도 도움이 될 것이다. 하지만, 한일다문화가족 자녀의 일본어교육 관점에서 볼 때, 다음 사항을 보완할 필요가 있다고 판단된다. 첫 번째, 일본어 문자언어를 접할 수 있는 유의미한 활동 및 프로그램을 보완할 필요가 있다. 두 번째, 일본어 읽기/쓰기 활동에 대한 흥미를 유발하고, 읽기/쓰기 능력 배양을 위한 환경조성 프로그램을 보완할 필요가 있다. 세 번째, 취학 후 언어임계기의 초등학생이 일본어를 지속적으로 습득・배양하는데 유의미한 프로그램을 개설・운영할 필요가 있다. 한일다문화가족 자녀를 국제사회가 필요로 하는 글로벌 인재로 육성하기 위해서는 이중언어환경 조성사업 이외에도 보다 많은 사회적 관심과 지원책이 필요할 것이다.

The present study investigated the project for Creating Bilingual Environments in Multicultural Families implemented by the Multicultural Families Support Center in Dobong-gu, Seoul, Republic of Korea, in 2018. The study examined Japanese language education for children from Korean-Japanese multicultural families. The study found that, first, the bilingual coaching program for parents would improve their multicultural understanding and awareness of the importance of bilingual education and environmental promotion. This enhanced awareness would foster bilingual environment and motivate their children to learn the Japanese language. Second, the parent-children interaction program and bilingual application program would reinforce the emotional and cultural sense of solidarity between the parents and children and provide opportunities to be naturally exposed to Japanese sounds such as Japanese pronunciation. Moreover, such developments would cause interest in Japanese listening and speaking activities while fostering environments that would enhance their speaking and listening abilities. From the perspective of Japanese language education for children from Korean-Japanese multicultural families, the present study has put forward a set of elements for improvement; First, it is necessary to improve activities and programs through which Japanese written language can be presented. Second, it is important to improve programs arousing interest in Japanese reading and writing activities while fostering environments for reading and writing ability enhancement. Third, a significant program should be established and provided which would help elementary-school students learn Japanese during linguistically critical period. To help children from the Korean-Japanese multicultural families develop multilingual skills desired by the global community, more social interest and support for the project will be necessary. This would facilitate further additions to the program to create bilingual environments for multicultural families.

이 연구는 동화책을 활용한 한국어 교육 방안을 마련하고 결혼이주여성을 대상으로 수업을 진행해 한국어 능력의 변화가 있는지 살펴보았다. 동화책 선정기준을 정하고 적당한 동화책 5권을 선정해 한국의 문화 교육, 어휘·문법 등 한국어 교육, 자녀 독서 지도 교육, 이렇게 3단계로 나눠 교육 방안을 구성했다. 교육 방안을 기 준으로 8주에 걸쳐 결혼이주여성에게 동화책을 활용해 한국어 교육을 진행했고 교육적인 변화를 살펴보았다. 어휘능력 변화는 첫 수업에 전체 단어 대비 모르는 단어의 비율이 52.7%였던 것이 마지막 수업에서 43.7%가 됐고, 문법능력의 변화는 그래프의 꺾은선이 우상향하면서 시험 점수가 향상되었음을 알 수 있었다. 자녀들의 독서 지도를 통한 교육적인 변화에 대한 설문조사의 결과는 이주여성들도 자녀들을 교육하면서도 본인들의 한 국어 교육에 효과가 있다고 답했으며 읽기 능력 같은 경우는 전원이 도움이 됐다고 응답했다. 연구 결과들을 종합해볼 때 동화책을 활용한 한국어 교육은 결혼이주여성의 한국어 능력을 향상시키고 자녀들의 독서 지도 교육을 하는데도 효과적임을 알 수 있었다.

This study prepared a Korean language education plan using fairy tales and conducted classes for married immigrant women to see if there were any changes in Korean language skills. The criteria for selecting fairy tale books were set and five appropriate fairy tale books were selected, and education plans were organized in three stages: Korean culture education, vocabulary and grammar, and reading guidance education for children. Based on the educational plan, Korean language education was conducted for marriage immigrant women over eight weeks using fairy tales, and educational changes were examined. First of all, 52.7% of vocabulary words were unknown in the first class, but 43.7% in the last class, and the change in grammar ability improved the test score as the curve of the graph went upward. According to the results of the survey on educational changes through reading guidance of children, migrant women also answered that it was effective in educating their children in Korean, and that reading ability was helpful for all helped. When putting together the results of the study, it was found that Korean language education using fairy tales is also effective in improving the Korean language skills of marriage migrant women and educating their children on reading guidance.

본 연구에서는 인공지능 활용 및 이론 교육을 위해 자연어처리 기술을 갖춘 네이버의 ‘요약봇’과 음성인식 및 텍스트 음성 변환 기술을 응용한 동영상 편집 프로그램인 ‘Vrew’를 활용한 국어과 융합 교육 프로그램을 고안하 였다. 6학년 2학기 국어 6. 정보와 표현 판단하기 단원에서 ‘인공지능 기술을 활용한 뉴스 만들기’를 주제로 총 6 차시의 수업을 구성하였으며, 이를 통해 학생들은 인공지능의 유용성과 편의성을 인식하고, 생활 속에서 인공지 능 활용능력을 기를 수 있다. 본 연구에서 고안한 교육 프로그램은 국어과 융합을 통해 교육과정 운영에서 인공 지능 교육을 위한 시수 부족 문제를 보완하고, Chat GPT와 같은 즉답 AI로 학생들이 과제를 수행하는 문제점 을 해결하는데 하나의 방안을 제시한다. 아울러 인공지능의 활용과 이론을 함께 교육하여 학생과 교사가 흥미를 잃지 않고 인공지능 교육을 이어갈 수 있도록 기여한다.

For artificial intelligence utilization and theoretical education, this study devised a Korean convergence education program using Naver's 'Summary Bot' with natural language processing technology and 'Vrew', a video editing program applying voice recognition and text-to-speech technology. In the second semester of the sixth grade Korean ‘Chapter 6. Judging information and expression’, a total of six classes were organized under the theme of "Making News Using Artificial Intelligence Technology," through which students can recognize the usefulness and convenience of artificial intelligence and develop their ability to use artificial intelligence in their lives. The educational program devised in this study compensates for the lack of time for artificial intelligence education in curriculum operation through convergence with Korean, and suggests a way to solve the problem of students performing tasks using instantaneous AI such as Chat GTP. In addition, it contributes to educating students and teachers about the use and theory of artificial intelligence so that they can continue their artificial intelligence education without losing interest.

본 연구는 온라인 환경에서 청소년의 혐오표현 노출이 심화되는 상황을 배경으로, 비판적 언어 인식(Critical Language Awareness, CLA) 이론에 기반한 한국어 리터러시 중심의 혐오표현 대응 인권교육 프로그램을 개발하고 그 효과를 실증적으로 검증하는 데 목적이 있다. 이를 위해 CLA 이론, 인권교육 패러다임, 청소년 발달 이론을 통합하여 주 1회, 총 8회기의 프로그램을 구성하였다. 경기도 소재 공립 중학교 1개교 중학생 80명을 대상으로 사전–사후 비동등 통제집단 연구를 수행하였으며, 자료 분석은 2×2 반복측정 분산분석을 적용하였다. 연구 결과는 다음과 같다. 혐오표현 인식, 인권감수성, 비판적 언어 이해력의 모든 변인에서 집단과 시점 간 상호작용 효과가 통계적으로 유의하게 나타났다(p<.001). 효과 크기는 세 변인 모두에서 큰 수준으로 확인되었으며, 비판적 언어 이해력(partial η²=.72), 혐오표현 인식(partial η²=.71), 인권감수성(partial η²=.68) 순으로 나타났다. 특히 하위 요인 분석에서는 비판적 언어 이해력의 ‘대항 담론 생산’과 인권감수성의 ‘타자 공감’에서 상대적으로 높은 효과가 확인되었다. 이상의 결과는 한국어 리터러시와 인권교육을 통합한 접근이 청소년의 혐오표현 대응 역량을 실질적으로 향상시키는 데 효과적임을 시사한다. 나아가 본 연구는 학교 기반 인권교육 프로그램의 체계적 설계와 실제 적용에 있어 실천적⋅교육적 함의를 제공한다.

This study aims to develop a human rights education program for responding to hate speech based on Korean language literacy, grounded in Critical Language Awareness (CLA), and to empirically examine its effectiveness in the context of increasing exposure to hate speech among adolescents in online environments. To this end, the program was designed by integrating CLA theory, the human rights education paradigm, and adolescent developmental theory, and implemented in eight weekly sessions. The participants were 80 middle school students from a public school in Gyeonggi Province, South Korea. A nonequivalent control group pretest–posttest design was employed, and data were analyzed using a 2 × 2 repeated measures ANOVA. The results are as follows. Significant interaction effects between group and time were found across all dependent variables—hate speech awareness, human rights sensitivity, and critical language competence (p < .001). The effect sizes were large for all variables, with the highest observed in critical language competence (partial η² = .72), followed by hate speech awareness (partial η² = .71) and human rights sensitivity (partial η² = .68). Sub-factor analysis revealed particularly strong effects in “counter-discourse production” within critical language competence and “empathy toward others” within human rights sensitivity. These findings suggest that an integrated approach combining Korean language literacy and human rights education is effective in enhancing adolescents’ capacity to recognize and respond to hate speech. Furthermore, this study provides practical and pedagogical implications for the systematic design and implementation of school-based human rights education programs.

중․한 양국 수교 이래에 우리나라에서 한국어교육이 크게 발전했다. 양 국 정치, 경제, 문화의 급 발전과 더불어 한국어 인재 수요의 급성장으로 있어서 많은 고등교육 기구가 한국어 전공을 설립하고 운영하고 있다. 현재 상황에서는 중국 각 지역이나 대학에서 교재와 교육 방안을 개발하려는 노 력들을 많이 보이고 있지만 그 성과는 많지 않다는 것이 사실이다. 이에 대 해서는 대체적으로 획일적이고 단일한 한국어 교육보다 지역이나 학교의 특성을 살린 한국어 교육이 필요하다. 보편적으로 쓰인 교육 모드를 바탕으 로 혁신을 통해서 새롭고 효율적인 방법을 창출하고 기본적인 한국어 능력 함양이라는 관점에서 전면적인 교육과정의 전환을 모색할 필요가 있다. 외국어 교육은 그 나라의 문화와 분리할 수 없다. 한국의 문화는 전통 예 술, 의식주 및 생활양식을 포함해 다양한 범위를 가리킨다. 본 연구는 교육 연극 기법을 활용해서 한국 문화를 교수할 겸에서 한국어 교육 방안을 모 색하고자 한다. 신라 향가 <처용가>는 오랜 시간 전승된 전통 연극의 하 나로 문학적, 민속적, 예술적 가치가 매우 크고 배경 설화도 의의가 있다. 본 연구의 목적은 <처용가> 학습을 통해서 한국어 말하기, 듣기, 쓰기, 읽 기능력 향상에 있다. 본 연구를 통해서 향후 한국어교육 현장의 교수-학습 법 개발에 도움이 되기를 바라며 한국어 교육뿐만 아니라 다른 언어교육에 도 도움이 되기를 바란다.

Since the establishment of diplomatic relations between China and South Korea, Korean language education has made great progress in China. With the rapid development of the political, economic and cultural of the two countries, the demand for Korean language talents increased urgently, meanwhile, the Korean language in advanced education institutions has gradually increased., although the Chinese universities in various regions transferred to teaching materials development lesson plans, but the results are not great in nowadays. Compared to the current single Korean language education model, it need to meet the regional and academic characteristics of Korean language education. At present, it should be based on the universal use of educational methods as a fundamental, improve the more efficient all aspects of through reform and innovation aiming at training Korean language program. Foreign language education is fundamentally inseparable from its national culture and education. Korean culture includes traditional art, basic necessities of life and living customs and other aspects. This study uses the method of educational drama, research and development in the teaching of Korean culture at the same time to improve the Korean language education program. Silla song “Cheoyongga” in long history, is the Korean traditional one of the representative dramas whether in culture, folklore, art with such a high rating. The legend is also the valuable source of research. The purpose of this study is improve the ability of Korean language to read and write through the study of “Cheoyongga”. It hopes that this study will help in the educational methods of Korean language education and hope to have some value in other language education.

본 연구는 4차 산업혁명 시대에서 한국어교육이 블렌디드 러닝을 거쳐 온라인 플립드 러닝으로 발전하는 과정 을 고찰하고, AI 기술과 한국어교육을 접목한 ‘Butter FLI’ 과정을 소개한다. 연구의 주요 목적은 두 가지이다. 첫 째, 온라인 플립드 러닝이 학습자 중심의 능동적인 학습 환경을 제공함을 확인하는 것이며, 둘째, AI 기술을 활용 한 교육 방법이 한국어교육의 질을 향상시키는 데 기여할 수 있음을 밝히는 것이다. 이를 위해 본 연구는 한컴아 카데미의 우즈베키스탄 스마트클래스 사례를 통해 온라인 플립드 러닝 수업 방식을 구체적으로 마련하고, 이론적 제시에 그치지 않고 실제로 인프라를 구축하여 사업적 효과를 도모하는 방법을 제안한다.

This study examines the progression of Korean language education from blended learning to online flipped learning in the era of the 4th Industrial Revolution and introduces the ‘Butter FLI’ process, which integrates AI technology with Korean language education. The study has two primary objectives. First, it aims to confirm that online flipped learning provides a learner-centered, active learning environment. Second, it seeks to demonstrate that educational methods utilizing AI technology can enhance the quality of Korean language education. To achieve these goals, this study presents the case of Hancom Academy’s Smart Classes in Uzbekistan, detailing the development of online flipped learning instructional methods and proposing ways to build infrastructure and achieve business effectiveness beyond theoretical discussions.

오늘날 대중문화의 가장 중요한 소비자는 청소년들이다. 자본주의가 심화된 현실에서 매체들은 제각각 잉여 창출을 위해 부심한다. 흔히들 이제 문화의 개념을 동적 실체로 이해해야 한다고 말들 하지만, 과연 현실에서 그들이 주체적으로 문화를 수용하고 있는가는 의문부호를 단다. 말하자면 풍요 속의 빈곤, 다양성 속의 획일화가 심화되고 있다는 점을 간과할 때 문화론은 공허한 이론으로 그치게 된다. 그런 의미에서 매체교육은 대중들이 사회와 문화 현실, 그리고 그 맥락에 대해 알고 비판적인 관점을 확보하도록 역할을 해야 한다. 즉, 문화론적 관점은 현실적 삶의 주체들로 하여금 자신이 처해 있는 문화 현실의 진정한 의미에 대해 자신의 관점을 세울 수 있도록 기능할 때 그 의의가 있는 것이다. 결국 매체교육에 관한 한 이러한 현실문화론적 관점은 그 문화의 향유자들이 문화의 주체로서 자신의 취향과 선택에 대해 스스로 객관화할 수 있는 능력을 기를 수 있도록 해준다고 할 수 있다. 텔레비전 프로그램 <낭독의 발견>의 경우 ‘낭송’이라는 시문학 고유의 수행적 요소를 현실화하여 시청자 독자에게 전달하는 과정을 통해 대담 형식에 담긴 담론으로서 매체언어의 구현 양상에 대해 이해하고, 피대담자의 낭송이라는 행위에 담긴 인간의 맥락에 대해 탐구하도록 하며, 이러한 실행과정이 만들어내는 삶의 가치화를 지향할 수 있는 수용 지평을 형성시킴으로써 지금까지 내적이고 구조적인 측면을 강조해온 시 교육의 새로운 가능성을 제시해준다는 점에서 의의가 크다.

Nowadays, dew to <Media Language> in reversed curriculum, we should have faced with needs of cultural grounding on the realm of Korean language education. In case of TV media, there has a direct and inclusive socio-cultural operation based on visual essence of media, which requires to have new standpoint of literary language through text reading. Therefore, in receiving media text, we must instruct three paces, which are understanding the style of meaning production, critical interpretation, and aesthetical enjoyment. TV program <Finding Recitation> in KBS1TV works as a valuable material within the realm of meaia-language usage especially poetic education. We can handle it by three standpoint as a production of meaning in ‘telling in showing' way, reception as aesthetical enjoyment during recitation, and critical interpretation as a cultural practice. As the goal of media language education aims at enhancing the receptive ability of lingustic culture, it can be fulfiled when literary ability is layed on real circumstances. This requires compositive meeting between human science and social utility, based on the ability of text criticism. In this connections, poetic education in media text can open the horizon of cultural practice with creative thoughts and meanings.

본 연구는 인공지능(AI)을 활용한 언어·문화 통합형 프로그램을 설계하는 것을 목적으로 한다. 특히 전 세계적인 주목을 받는 K-콘텐츠 <케이팝 데몬 헌터스>를 교육 매개로 삼아, 한국언어문화 체험 중심의 단기 프로그램을 설계하였다. AI 기술의 발전 과정과 ChatGPT의 변천을 간략히 검토하고, AI 기반 한국어 및 한국문 화 교육 관련 선행연구를 고찰한 후 언어·문화 통합 교육의 이론적 논의를 정리하고, 한류 및 K-콘텐츠의 발전 과정과 교육적 가치 및 함의를 분석하여 본 연구의 기초를 마련하였다. 이후 <케이팝 데몬 헌터스>의 교육적 활용 가능성을 검토하고, 언어·문화 통합 교육의 교수 제재로서의 잠재력을 탐색하였다. AI 기반 한국언 어문화 프로그램의 설계 과정을 단계별로 제시하였으며, 프로그램 개발의 원리와 목표, 교수·학습 내용의 체계화, 주제별 세부 계획, 과제 및 활동 구성 절차 및 내 용을 설명하였다. 본 프로그램의 개발 목표는 <케이팝 데몬 헌터스>를 매개로 한국어와 한국문화를 통합적으로 교수·학습하고, AI 기반 활동을 통해 학습자의 언 어·문화 이해 및 창의적 소통 역량을 강화하는 데 있다. 학습자는 작품의 등장인물과 줄거리를 분석하고, 영화 속 언어 표현과 상징을 탐구하여 한국어의 언어적·문 화적 특성을 이해할 수 있다. 서울의 도시 공간 탐방으로 전통문화와 현대문화가 공존하는 한국 사회의 다층적 의미를 직접 경험하고, 이를 언어로 표현하여 의사 소통 능력과 상호문화 이해 역량을 확장할 수 있다. 본 프로그램은 ChatGPT를 비롯한 AI 도구를 교수·학습 전 과정에 통합하여 학습자의 자율적 탐구와 협력적 창 작 활동을 지원하도록 설계되었다. 어휘 검색, 표현 번역, 발음 교정, 대화 피드백, 문화 지식 확인, 영상·포스터 제작, 지도 및 가이드북 구성 등 다양한 AI 기반 학 습 활동을 통해 학습자는 자신의 수준과 흥미에 맞는 맞춤형 학습을 수행할 수 있다.

This study aims to design an AI-based integrated program for Korean language and culture education. In particular, it presents a short-term experiential program that employs the globally recognized K-content K-POP Demon Hunters as an educational medium. To achieve this, the study first reviews the development of AI technology, including the evolution of ChatGPT, and examines previous studies on AI-based Korean language and culture education to establish a theoretical foundation. Furthermore, it explores key discussions on language-culture integrated education, along with the development, current status, and educational implications of Hallyu and K-content. The study then analyzes the plot structure and main themes of K-POP Demon Hunters to examine its educational potential as instructional material for language-culture integrated teaching. The study presents a design process for the AI-based Korean language and culture program, outlining the pedagogical principles, goals, and content framework, as well as detailed plans for each instructional stage, including tasks and activity design. The program aims to integrate the teaching and learning of the Korean language and culture through K-POP Demon Hunters, and to enhance learners’ linguistic, cultural, and creative communication competence through AI-based activities. Learners analyze the characters and narrative of the film, explore linguistic expressions and symbols, and develop a deeper understanding of the linguistic and cultural characteristics of Korean. In addition, by exploring various urban spaces of Seoul, they experience the coexistence of traditional and modern cultures in Korea and expand their intercultural communicative competence through authentic linguistic interaction. Notably, the program incorporates diverse AI tools, including ChatGPT, throughout the entire teaching-learning process to support learners’ autonomous exploration and collaborative creation. Through AI-assisted activities such as vocabulary search, translation, pronunciation correction, dialogue feedback, cultural knowledge exploration, and multimedia production (videos, posters, and digital guidebooks), learners engage in personalized learning aligned with their proficiency and interests.

This study investigates what the Korean teachers’ needs are to develop the effective teaching ability under the Korean Teacher Education Programs in Turkey. We conducted a survey－based research, distributing a questionnaire to 50 Korean teachers by hand-out survey. 28 teachers attending at the program responded to survey. The survey consists of three parts to find out the present situation of Korean education, Korean language teacher’s professionality in Turkey and Teachers’ needs relating to the teacher education programs in 2015 and later. On the basis of the survey results, I found that all most of Korean teachers in Turkey have little experience and get few certificate of Korean Teacher. Korean teachers prefer the teacher education programs consisting of Korean language theory and teaching skills. The survey results revealed that for Korean teachers training program should develop by their professionality as an Korean language teacher.

In the dearth of pre-service and in-service teacher education in gifted education, particularly in foreign language education, teachers have difficulty in learning theory and principle. This study describes the secondary teachers" perception of gifted education in foreign language after they participated in a teacher training program. The research questions are: 1) How did the teachers perceive gifted education?; and 2) Did the teacher training program influence the teachers" perception of gifted education? If so, in what ways did it influence the teachers? The data include surveys of the 21 teachers, their class assignments and observations. This qualitative case study indicates despite the teachers" initial negative perception of gifted education, the program helped them see it in a renewed perspective. Briefly, through the program, the teachers familiarized themselves with the basic theory and principle in gifted education. More importantly, they gained hands-on experience by discussing various issues in gifted education and creating class materials. The study concludes with pedagogical implications.

The purpose of this study is to find the current state of Korean language education in Korea Immigration and Integration Program(KIIP) of Ministry of Justice, to compare with language education programs for the social integration of immigrants in developed countries, including Denmark, the Netherlands, Germany, Australia, and France, and to propose an improvement plan of Korean language education. To achieve that, this researcher analyzed relevant works, collected the data provided at the immigration and social integration website of each country, and compared with Korean language education in the KIIP in the categories of participants of language education program, education steps and education system, program completion hours and evaluation method. As the comparative analysis, this study proposes the improvement plan of Korean language program, which includes the expansion of education hours of each step of the program, the design of the curriculum in consideration of various types of immigrants, the tuition for immigrants’ active class participation, the improvement in program completion conditions, and diversification of educational operation methods. This study is meaningful in the point that it suggested the improvement plan of Korean language education in the KIIP through the broad analysis of the comparison with foreign cases.

This study suggests the direction of improvement of Korean language education program for marriage immigrants. Currently, Korean language education programs for marriage immigrants at the government level are representative of the Multicultural Family Support Center Program of Korean Institute for Healthy Family, the Ministry of Gender Equality and Family and the Social Integration Program of the Ministry of Justice. Both institutions offer various programs for marriage immigrants in Korean language education and settlement in Korean society. In this paper, we compare the Korean language education programs of two institutions and analyze the Korean special programs operated for the last year(2017) through the database of Korean Institute for Healthy Family. It then suggests that the direction of Korean language education for marriage immigrants should be pursued in three directions: stable settlement of marriage immigrants in Korean society, faithful role as parents, and entry into Korean society through vocational works. Finally, it suggest a plan to run a Korean language education program for marriage immigrants by the collaboration between the Ministry of Justice and the Ministry of Gender Equality through the Korean language education programs of the Social Integration Program and the Multicultural Family Support Center of the Korean Institute for Healthy Family respectively.

Korea rose in an international situation by economic rank rise. Also, Korean education has been performed actively internationally. Students learn Korean to various purposes. Therefore, the purpose is subdivided. Also, it is a new assignment of Korean education to accept properly demand of a student. A foreigner comes recently to Korea in order to enter a Korean college. Objective education of a student by qualifications of a student demand and curriculum differ. Think about a way to improve an education effect educational Korean of a student studying Korean abroad.

4차 산업혁명과 인공지능이 대두되면서 사회구조가 변화하고 있으며, 미래 인재 양성을 위한 인공지능 교육에 대한 세계적인 관심이 높아지고 있다. 이에 본 연구는 고등학교 1학년 학습자를 위한 인공지능 융합 국어 교과 교육 프로그램을 개발하는 것을 목적으로 하여 ADDIE 모형에 근거하여 교수·학습 프로그램을 개발하였다. 교육 프로그램의 효과를 평가하기 위해 미래 핵심역량 4C(Collaboration-협업, Communication-의사소통, Critical Thinking-비판적 사고, Creativity-창의력)과 지식정보처리 역량에 대한 사전-사후 검사를 수행하였고 총 9차시 동안 4개의 작은 프로젝트들로 수업을 구성하여 학생들에게 인공지능을 융합한 국어 교과 교육의 새로운 경험을 제공하고자 하였다. 그 결과, 프로그램 적용 학생들은 모든 영역에서 미래 핵심역량의 향상을 나타냈으며, 만족도 및 질적 분석에서도 긍정적인 결과를 도출했다. 이를 통해 본 프로그램이 고등학교 국어 교육에 인공지능을 성공적으로 융합하여 학생들의 미래 인재 양성에 기여 할 수 있는 가능성을 제시하고자 한다.

Amidst the onset of the Fourth Industrial Revolution and the prominence of artificial intelligence, societal structures are undergoing significant changes. There is a heightened global interest in AI education for nurturing future talents. Consequently, this research aims to develop an AI-integrated Korean language curriculum for first-year high school students, utilizing the ADDIE model for instructional program development. To assess the program's effectiveness, pre-post assessments were conducted on future core competencies (Collaboration, Communication, Critical Thinking, Creativity) and knowledge information processing skills. The curriculum, spanning nine sessions and incorporating four small projects, sought to provide students with a new experience of AI-integrated Korean language education. As a result, students who participated in the program demonstrated improvement in future core competencies across all areas, and positive outcomes were observed in satisfaction levels and qualitative analysis. Through these findings, it is suggested that this program successfully integrates artificial intelligence into high school Korean language education, potentially contributing to the cultivation of future talents among students.

The objective of this study is to review how Korean universities in Uzbekistan operate the Korean language courses and Korean language education programs for degree students concretely. There are two detailed points in the study. One is the process of establishment and current status of the Korean language degree program at the Department of Korean language or the Faculty of Korean language at Korean universities in Uzbekistan. Another is the curriculum of the Korean language courses and the Korean language degree program. The Inha University in Tashkent and the University of Ajou in Tashkent only offer Korean language courses for beginners. Yeoju Technical Institute in Tashkent is a developing university of Korean language education that operates the Korean language of bachelor’s degree in individual academic divisions. And Korea International University in Fergana, the only operating faculty of the Korean language in Uzbekistan, is in the process of reorganizing the Korean language degree program into Korean studies. This study is meaningful in that it analyzes the current issues of Korean language education at Korean Universities in Uzbekistan, presents new data, and suggests ways to develop the Korean Universities of Korean language education. And the current status of Korean language education in Uzbekistan discussed in this study can be common to many Korean universities in Uzbekistan as well as in Central Asia. It is therefore that this paper will be a useful resource for establishing the Korean language degree program at Korean Universities in Central Asia.

The objective of this study is to review how universities in the Czech Republic operate the Korean language courses and Korean studies education program for degree students concretely. There are two detailed points in the study. One is the process of establishment and current status of the Korean Studies degree program at the Asian or East Asian Studies department in universities in the Czech Republic. Another is the curriculum of the Korean language courses and Korean studies degree program. The Metropolitan University in Prague and the University of Ostrava in Ostrava are the early stages of Korean studies and only offer Korean language courses for beginners. Palacky University in Olomouc is a developing university of Korean studies that operate practical Korean language of bachelor’s degree and master’s degree programs in individual academic divisions. And Charles University in Prague, the oldest history in Korean studies in the Czech Republic, is in the process of reorganizing Korean studies into regional studies. This study is meaningful in that it analyzes the current issues of Korean studies education in the Czech Republic, presents new data, and suggests ways to develop the Czech Republic of Korean studies education. And the current status of Korean studies education in the Czech Republic discussed in this study can be common to many universities in Eastern Europe as well as in Central Europe. It is therefore that this paper will be a useful resource for establishing the Korean studies degree program in Europe.