Suchergebnisse

This paper presents an analysis of Korean Language Learning (KLL) conducted through socio-educational programs offered by two public organisations in Sydney. For this purpose, the study conducted a survey which investigates motivational factors, preferred learning styles and learning experiences. The study has also examined views on online Korean language learning such as perceived effectiveness, advantages and disadvantages. A total of 105 learners of Korean participated in the survey, and results are presented and interpreted under four broad subtopics: reasons for learning Korean, learning-style preferences, learning experiences and online mode of learning. The analysis reveals that social learners were very practical about their study of Korean, and they wanted to learn conversational Korean through repetition practices and enjoyable real-life language activities. Brief discussions are offered on implications. It is argued that in socio-educational language programs, more 'integrative' orientations need to be reflected, and practical goals related to putting the language to some types of use should be emphasised. It is also argued that more governmental and institutional efforts should be made in providing such socio-educational models of Korean language programs in the community. Strategies to facilitate such programs in metropolitan cities are briefly suggested.

This chapter explores the actors and their roles in the efforts to promote Korean heritage language maintenance in the Australian context, by looking at different parties such as parents, schools and organisations, governments' language policies and supportive measures. The study then presents the findings of a survey that seeks parental perceptions about actors and their roles in maintaining Korean heritage language in multicultural Australia. Shin reports that the most significant actors playing the most influential role in maintaining and promoting Korean heritage language are parents themselves and that the most important role of family is to use the family language at home. He also reports that parents try to communicate in Korean with their children or encourage them to speak in Korean at home, and that they expect more opportunities for their children to learn about Korean culture and have some practical hands-on experiences through Korean community schools or other venues. Pointing out parents' narrow perspectives about heritage language learning, he argues that heritage language maintenance involves and requires efforts from a wider community beyond the immediate or direct settings.

This paper examines the developments of Korean language education in Australia from the governmental efforts to introduce Korean at policy levels to recent development in Korean language programs, and explores the current issues and considers challenges ahead. The paper discusses not only how learning and teaching of Korean has been practised in the Australian context, but also the critical conditions needed to further advance Korean language education. Specifically the study provides an evidence base pertaining to Korean language study in schools and universities, and in the community, by undertaking the following objectives: (1) review of the relevant policies; (2) presentation of updated data on provision and participation (2010-2016); (3) up-to-date analysis and discussion of current issues and challenges specific to the Korean language; and (4) what needs to be done, including curriculum and delivery of programs. It is revealed that there are some encouraging signs of developments such as the significant increase of overall enrolments but at the same time there are a number of areas where further improvements should be made, including low enrolments in matriculation courses. Some key issues and challenges are highlighted and further discussed, hoping to help the policy makers and/or program authorities as they work towards practices and programs.