Teaching Korean as a lingua franca: digital uplifting project at UNSW Sydney

Shin, Gi-Hyun, and Hsieh, Jasper Kun-Ting (2018) Teaching Korean as a lingua franca: digital uplifting project at UNSW Sydney. International Review of Korean Studies, 15 (1). pp. 69-94.

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With the strategic supports of the Inspired Learning Initiative (ILI) Program by the Office of the Pro-Vice Chancellor (Education) of UNSW Sydney, the beginners’ Korean courses (Introductory Korean A & B) received financial and technological supports to carry out a one-year digital uplifting project. The project was undertaken from August 2017 to July 2018, and this paper reports on its outcomes. The developments explained are, (1) pre-recorded lectures with Wirecast live streaming technology and lightboard, (2) trialling and implementation of PronounceMate, peer-review auto-correction pronunciation software, (3) Moodle-based online Korean language activities, including quizzes, conversations in 2D computer animation, grammar revisions in whiteboard explainer videos and cartoon-like graphics, as well as 360˚ virtual reality on Insadong-gil and Gwanghwamun area in Seoul, and (4) in-class cultural conversation activities with functional Korean speakers. The significance of this paper, however, does not lie in the details of what the Korean Program at UNSW Sydney has achieved. It does in having added a sociological dimension to the discussion on teaching Korean as a foreign language (KFL), which has traditionally been couched in Applied Linguistics. While the main focus in teaching KFL has been on what to teach and how to teach, this paper raises a ‘why-we-teach’ question, arguing that we also need to look at pedagogical implications for ‘learning as belonging’ and ‘learning as becoming’. The foundation theory of the ILI project is Wenger’s (1998) notion of meaningfulness in his Communities of Practice (CoP); our teaching attention was shifted from “how much non-background Korean speaker students can learn from beginners’ Korean courses” to “how they are becoming intercultural in Australia’s multicultural society”. We thus motivate our students to pursue their identity as functional users of Korean and encourage them to engage with Korean communities.

Item ID: 63216
Item Type: Article (Research - C1)
ISSN: 1449-7395
Copyright Information: © International Review of Korean Studies
Date Deposited: 22 Jul 2020 00:31
FoR Codes: 47 LANGUAGE, COMMUNICATION AND CULTURE > 4703 Language studies > 470315 Korean language @ 50%
39 EDUCATION > 3901 Curriculum and pedagogy > 390102 Curriculum and pedagogy theory and development @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9303 Curriculum > 930399 Curriculum not elsewhere classified @ 100%
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