Earticle

이 논문은 미국 정규학교 한국어 교육의 주체인 World Language Korean teacher들을 인터뷰함으로써 미국 정규학교 현장에서 이루어지는 한국어 교육의 상황을 정확하게 이해하고 앞으로의 과제를 확인하는 데 목적이 있다. 본고는 8개 주의 교사 9명을 대상으로 초점집단 면접을 실시하였으며, 결과는 다음과 같다. 1) World Language Korean Teacher는 미국 정규학교에서 다수의 비한국계 학생들을 대상으로 미국 사회와 지역 학군의 교육 목표를 달성하기 위해 한국어를 교육하는 교사로서의 정체성을 가지고 있다. 2) World Language Korean은 World Language 교과 사이에서 치열한 생존 경쟁을 벌이고 있으며, 수업의 개설 및 유지에 영향을 미치는 변인은 지역 및 학교의 특수성, 한류, 북한 이슈, 교장의 의지, 지역 한인 및 민간단체의 노력, 한국 정부의 지원, 코로나 등 다양하다. 3) 이러한 상황에서 World Language Korean Teacher들은 수업뿐 아니라 교육과정 설계, 수업 설계, 교육자료 개발 등을 직접 수행해야 하는 부담을 안고 있다. 이상의 인터뷰 결과를 바탕으로 우리는 한국 정부 차원의 지원과 미국 현지 대학, 기관, 민간단체, 학회 등의 적극적 참여, 그리고 한국과 미국 현지의 긴밀한 협업을 제안하였다.

This study aims to understand the current situation of Korean language education in American K-12 schools and to propose future objectives by interviewing World Language Korean Teachers. Focus group interviews were conducted with nine teachers in eight American states, and the findings are as follows: 1) the World Language Korean Teachers have an identity as teachers who teach Korean to achieve the educational goals of American society and local school districts among numerous non-Korean students in K-12 schools in the U.S.; 2) Korean language is fiercely competing for survival among World Language subjects, and several variables affect the set up and maintenance of classes, including regional and school specificity, Hallyu, North Korean issues, determination of principals, efforts of local Korean and private organizations, support from the Korean government, and the COVID-19 pandemic; and 3) against this background, Korean language teachers are burdened with not only classes but also curriculum design, instructional design, and educational material development. Based on the above interview results, we propose support at the Korean government level, active participation in local universities, institutions, private organizations, and academic societies in the United States, and close cooperation between the two sides.

The world is changing and evolving as we speak. Worldwide globalization is in rapid progress and the velocity of advancement in information technology and communication has far surpassed the threshold of systematic control. In essence, EFL students all over the world are fully exposed to cultural and linguistic input generated not by classroom teachers, material developers, or publishers but by the "global market" in both its modern and postmodern sense. Situating EFL students within the context of such a "chaotic" world, this paper discusses the question of how best to equip them with the necessary tools to function appropriately in it. The debate on whether to offer what the students seem to want or what the teachers feel is good for them is explored in relation to the concept of teaching English as a world language.

The purpose of this study is to examine Korean adult learners' understanding about English as a world language and their attitudes towards English variation. As the world has become globalized, English is being used in many parts of the world as a tool of communication. In this context, the present study is aimed at investigating how Korean adults learners of English as a foreign language (EFL) understand English as a world language. The data for this study were collected from 176 Korean EFL adults learners in Gwangju and analyzed by SPSS Window 14.0 Version. A survey questionnaire was used to examine the perception and attitudes of adults learners. This findings suggest that English instructors should introduce the World English perspectives and help their students to be exposed to the varieties of English in their classes in order to raise students' awareness of these varieties and to enhance their self-confidence.

This study aims to identify differences of teachers" attitudes toward World Englishes (WE) for language teaching and language testing, and to investigate their perceptions of various rating criteria for the L2 oral proficiency test. Data were collected through questionnaires from 72 English teachers in the UK, Malaysia, and Japan. The analysis revealed that there are significant differences in their attitudes toward WE among the groups of English teachers depending on their teaching contexts. With regard to the perceptions on rating criteria, it was found that different groups of English teachers considered various rating criteria for the L2 oral proficiency test differently. The English teachers showing negative attitudes toward WE perceive grammar, pronunciation, native-likeness as more important rating criteria than the others such as vocabulary, organization, task fulfillment, and appropriateness for the assessment of non-native speakers" English language oral proficiency compared to the other group of English teachers showing positive attitudes toward WE.

The paper argues for the necessicity of revising many fundamental concepts that we use in everyday situations and in communication such as reality, thought, language, the world and finally the truth. The paper develops the argument that what the word ′truth′ actually signifies cannot be addressed just by explicating what philosophy, science or even religion denote but that it can only be answered fully by the study of language and therefore in a larger context linguistics. Language is the very tool that enriches the communication between one another due to its diverse significations that one may use when expressing one′s views, thereby making life more enjoyable. The paper develops why the above corresponding argument should be justified by developing three outstanding views as follows. The world or reality is indistinguishable from the common worldview that we associate with without the means of language. That the worldview is in essence inseparable from the mental and intellectual representation of it and the only means of expression lies with language. And finally, that the language is a complex signification in itself in every aspect. Language in short is the very essence of what we define as being ′poetic.′ With these arguments in mind, we may once again ponder the signification of Nietzsche′s words when he states that "to see science through the lens of art, and art through the lens of life."

This reflective essay examines writing assessment as perceived within the three paradigms of Standard English (SE), World Englishes (WEs) and English as an International Language (EIL). In each of the perspectives, the way construct of writing is theorized and then informs the assessment practice are critically investigated. Upon reviewing the three stances on writing assessment, the author argues that in the today's post-colonial and post-modern globalized world with drastically new communicative needs, the Standard English perspective which promotes the educated native speaker as the only accepted norm does not fit the realities of the writing assessment. Also, WEs perspective assessment proposal which advocate the inclusion of a variety of local norms in the theory and practice of writing assessment seems impossible in practice. Finally, drawing on EIL view it is discussed that to meet the new demands of written communication in the present globalized world with no border between the native and non-native speakers, rating scales should be modified to address new communicative needs by including the pragmatic skills of negotiation strategies, sociolinguistic awareness, accommodation strategies, etc. However, it is argued that at present due to the absence of practical tests that realize these claims, the existing International proficiency tests continue to work.

The language of the future has a strong economic value for the nation. King Sejong has been best known for his development of the phonetic system for writing in the Korean language called Hangeul, the only known writing system with a phonetically correct, one-to-one relationship between each human speech sound and its correlating written letter. The Korean alphabet, Hangul, is the unique Korean culture and is made of phonetic letters just like English. It is easy to learn because it can be put together with 10 vowels and 14 consonants. The Korean alphabet has an exact purpose and objective. Everybody can learn Hangeul in a day that is seven times faster in computer operation ability than Chinese or Japanese. In addition, because of its scientific design, Hangul lends itself to easy systemization. In the age of computers into their lives without difficulties, thanks to a large number of programs written in Hangul. The 21st century will be the age of information. National competitive power depends on the quantity and quality of information. This presentation is described about Hangeul structure for the multi-lingual integrated systemic computer and looking for basic fundamental linguistics. As a result, we explainedt he condition for basic fundamental language in cyber space.

이 글은 지역어로 연극을 하는 노년의 생활세계를 다룬다. 이를 위해 2017년부터 2018년까지 A지역의 극단 “왔니껴” 구성원 13명을 대상으로 인터뷰, 관찰, 사진 자료를 활용하여 생활세계를 살펴보았다. 60여년간 연극과 무관한 삶을 살아오던 사람들이 연 극 활동을 시작으로, 관심공동체를 형성하고 생활세계를 바꾸어 가고 있다. 연극을 통한 일상적 경험은 일상생활의 주관성을 높여주는 매개였고, 그들은 생애 일부를 구술하고 성찰하는 계기를 만들어나간다. 내가 만일(As if) 연극을 하지 않았다면 지금 삶의 의미 를 말할 수 없었을 것이라는 ‘나’와 연극의 연결, 상상력과 현실, 주변인들과의 관계를 통 해 형성하는 나–들로서 변신이 매일 마주하는 자신의 일상 속 경계를 넘나들고 있다. 왔 니껴 연극 활동은 개인으로 하여금 생활세계의 존재성을 재인식하게 하고, 나-들의 사회 자본을 형성함으로써 지역 사회와의 연대에 교두보 역할을 하고 있다. 마지막으로 이 글 은 고령화 사회를 촉진하는 인구로서의 노년이 아니라, 노년의 일상적 삶의 무엇을, 어 떻게 미시적으로 들여다 볼 수 있는지를 발견했다는 점에서 의의를 가진다.

This study is conducted in the senior drama community currently performing in A city. This drama community called “Watniggyeo” was a non-profit organization playing the story relevant to various tangible and intangible resources in the region including history, heritage, and traditional tales by using the local language. Watniggyeo is consist of 20 members at mean age 68, one director, two music players and stage actors/actresses. Data collection were researcher notes and photographs, interviews during observation of practice and performance. Data analyzing was using contents analysis and classification. Differing from public interest in environmental adjustment and supporting policy for senior alongside with increasing the aged population, playacting as one of the senior activities within the local community played a bridgehead role in solidarity with local community, what is to prospect microscopically and how in reality of daily life in the senior.

본 연구는 자폐스펙트럼장애유아들이 어린이집에서의 생활세계에서의 실존적 상황과 그 교육 적 의미를 실천적 학문인 해석학적인 탐구방법을 원용하여 자폐스펙트럼장애유아들의 언어적 경험에 대해 이해하고자 하였다. 해석학적 탐구방법을 적용한 탐구활동에서 2011년 5월부터 2012년 4월까지의 12월간에 J시에 거주하는 S어린이집원아 3명을 대상으로 문헌분석,참여관찰,비구조적 면담,협의 등의 방법 을 통하여 자료를 수집하고 해석하였다.연구자가 자폐스펙트럼장애유아들의 언어적 경험에 대 한 텍스트를 해석하고 의미를 부여한 결과는 첫째,자폐스펙트럼장애유아의 자기중심적 언어나 의사표현의 미숙함은 그들 개인의 역사성과 삶의 내용을 이해함으로써 겉으로 드러나는 언어의 의미를 이해 할 필요가 있다.따라서 우리는 자폐스펙트럼장애유아의 의사소통에 대한 불편함 을 인식하기에 앞서 그들이 살아온 삶의 맥락을 이해하고,겉으로 드러난 언어에 포함되어진 함축된 의미의 이해가 우선되어야 한다. 둘째,자폐스펙트럼장애유아는 의사소통 기술이 미숙하여 자아의 내면을 드러내고 타아의 입장에서 이해하는 상호주관적 관계형성에는 많은 시간과 노력이 요구될 수 있다.하지만 자폐스펙트럼장애유아는 과거와 현재의 지평 속에 살면서 그들의 자신을 미래에 투사한다. 우리는 그들의 생활의 가능성과 잠정성이 드러내는 존재양식을 이해하여야 하며 이러한 이해는 해석적이며 실존적이어야 할 필요가 있다.우리는 자폐스펙트럼장애유아가 물리적 사회적 환경 속에서 삶을 영위하는 상호주관적인 존재임을 인정함으로써 그들의 역사성속에서 스스로의 정체성을 확립해 나 갈수 있음을 인정하여야 한다.

This study tries to understand the educational implication of the existential situations in the life-world of infants with autism spectrum disorder in a nursery school by practical hermeneutic method. Inquiry activities using the hermeneutical inquiry method were conducted for three children of S kindergarten residing in J city from May 2011 to April 2012, using literature analysis, participation observation, unstructured interview, consultation The data were collected and analyzed. The researchers interpreted and gave meaning to the texts about the linguistic experience of children with autism spectrum disorder. First, autistic spectrum disorder children 's self - We need to understand the meaning of language. Therefore, we should understand the context of life in which they have lived before recognizing the discomfort of children with autism spectrum disorder, and the understanding of implicit meaning contained in the apparent language should be prioritized. First, self-centered of the baby with autism spectrum disorder or immaturity of expression is a doctor by their personal histories and understand the details of life beyond the language.Need to understand the meaning. We are therefore in autism spectrum disorder child for the communication of uncomfortable recognition before they understand the context of life lived, beyond the language.Should be included that comes before the interests of implications. Second, the autistic spectrum disorder infants may require much time and effort to reveal the inside of the self and to understand each other 's position from the perspective of the child. However, infants with autism spectrum disorders live in past and present horizons and project themselves in the future. We need to understand the possibilities of their lives and the forms of existence that are revealed by interim, and this understanding needs to be interpretive and existential. We must acknowledge that children with autism spectrum disorders can establish their own identities in their historical community by acknowledging that they are mutually subjective living in a physical and social environment.

이 글은 냉전기 일본의 조선 인식을 조선어와의 관계 속에서 검토하였다. 1960년대 일본조선연구소는 동아시아 인민 연대를 주장하였고, 1970년대 김지하구원운동은 일한연대를 요청하였다. 두 가지 정치적 실천은 조선과의 연대를 주장하였다는 점에서 의미가 있지만. 조선을 정형으로 인식할 뿐 타자로 인식하지 못하였다. 정형화된 조선 인식은 쓰루미 슌스케의 실천에서 보듯, ‘일본어로 이야기되는 세계’를 벗어나지 않았고 연대의 이념에 머물러 있었다. 다른 한편, 가지무라 히데키, 오무라 마스오, 조 쇼키치 등은 연대의 이념에 거리를 두면서 주체성의 세계를 구성할 가능성을 탐색하였다. 이들은 조선이라는 구성적 외부를 통해 일본인의 주체성을 재구성하였다. ‘조선문학의 회’는 조선어를 매개로 조선인의 주체성을 존중한 문학적 실천을 수행하였다. 이들의 조선문학 인식은 다양하게 분기하는데, 조 쇼키치는 조선문학을 ‘문학’으로 심화하여 이해했으며, 오무라 마스오는 조선문학을 통해 ‘조선’을 확대하여 이해했다. 상보적인 이들의 실천은 ‘조선어로 이야기되는 세계’의 역사성과 비균질성에 유의하고, 조선 민중의 생활을 존중하는 주체성의 세계를 지향하였다.

This article reviewed Japanese perception of Korea during the Cold War period concerning language. In the 1960s, the Japanese Joseon Research Institute insisted on the East Asian People’s Solidarity, and in the 1970s, the Kim Chi-ha Salvation Movement requested solidarity between Korea and Japan. Although the two political practices are meaningful in that they insisted on solidarity with Korea, it was common that Korea was recognized with a stereotype and not as the other in those practices. As seen in Tsurumi Shunsuke’s practice, the stereotyped perception of Korea did not deviate from “the world spoken in the Japanese language” and remained in the ideology of solidarity. On the other hand, Kajimura Hideki, Omura Masuo, and Chou Shokichi explored the possibility of forming a world of subjectivity while distancing themselves from the ideology of solidarity. They reconstructed the Japanese subjectivity through ‘constitute outside’ of Korea. The “Association for Joseon Literature” carried out the literary practice that respected the subjectivity of the Korean people through the Korean language. Their perceptions of Korean literature diverged in various ways. Chou deepened and understood Korean literature as a type of “literature,” and Omura expanded and understood “Korea” through Korean literature. Their complementary practices were aimed at the world of subjectivity that paid attention to the historicity and inhomogeneity of “the world spoken in the Korean language” and respected the lives of the Korean people.

본 연구는 언어의 본질인 언어변이의 주된 방향성을 탐색하고 언어변이의 결과로 나타나는 영어의 모든 방언 들, 즉 세계영어들을 연구하는 것이다. 특정지역에서 사용되는 지역적, 사회적 방언의 연구인 언어변이의 특성을 규명 하기 위하여 하이브리드 언어변이모델을 제안한다. 사회적 거리두기, 대면과 비대면 소통모드, 그리고 언어적 다양성이라는 세 가지 상호영향자의 관점에서 하이브리드 언어변이모델을 제안하고 언어변이의 결과로 나타나는 세계적 영어방언 현상인 세 계영어들의 다양성 특질을 연구한다. 세계영어들의 문맥에서 지역화 목적으로 영어가 어떻게 사용되는가를 살펴보면, 사회적 거리두기가 높은 비대면의 상황에서는 다양성이 감소하여 좀 더 표준적이며 글로벌한 영어가 사용되며 변이가 줄어 세계영어 들의 확장 속도가 완만해진다. 동시에 지역적인 사용이 줄어들어 의사소통의 오류도 줄어든다. 반면 사회적 거리두기가 낮은 대면의 상황에서는 세계영어들의 확장 속도가 빨라지고 변이의 형태가 다양해지며 의사소통의 오류 또한 증가한다. 이러한 영 어변이 현상의 특성을 살펴보기 위하여 세계영어들의 핵심 원이라고 할 수 있는 영국영어, 미국영어, 그리고 캐나다영어의 언 어적, 사회적 변이의 사례를 비교 분석한다.

The purpose of this paper is to find out the nature of language variation by exploring the ways of the progress of the language variation that produces all English-lects, i.e., the World Englishes. The study of language variation in linguistics is a hybrid enterprise, so the study of World Englishes has led to the recognition of a highly diverse set of all English-lects, encompassing regional dialects, sociolects, ethnolects and (post-)colonial dialects of World Englishes. In this paper, we propose a hybrid language variation model with three interacting factors of social distancing, on/off-contact, and linguistic diversity to examine the characteristics of language variation. In the context of World Englishes, the social distance is typically low in terms of their local location (country/speech) for local purposes. The social distance also varies based on online/offline communication modes and other social factors like gender, age and ethnic groups, resulting in all English-lects. To clarify the nature of World Englishes, the core Englishes, BrE, AmE and CanE are discussed here.