Improvement of Korean Language Literacy for Overseas Korean Children - Focusing on Cognitive Academic Korean Education

2020 ◽  
Vol 84 ◽  
pp. 419-447
Author(s):  
Dawoon Chung
Keyword(s):  
Korean Language ◽  
Korean Education ◽  
Korean Children ◽  
Language Literacy

‘English fever’ in South Korea: its history and symptoms

English Today ◽  
2009 ◽  
Vol 25 (1) ◽  
pp. 50-57 ◽  
Author(s):  
Jin-Kyu Park
Keyword(s):  
South Korea ◽  
English Language ◽  
English Education ◽  
Traditional Education ◽  
Korean Language ◽  
Korean Education ◽  
Korean Children ◽  
Education Fever ◽  
English Speaking ◽  
English Fever

ABSTRACT‘Education fever’ drives the demand for English in South Korea today. One professor of politics has recently deplored the current pursuit of ‘English education’ (yeongeokyoyuk) in South Korea as a ‘collective neurosis of English fever’ (Y-M. Kim, 2002). What has brought this current English boom to South Korea? It can be traced back to the traditional ‘education fever’ (kyoyukyeol) or ‘preoccupation with education’ (Seth, 2002). The English boom resulting from the Korean education fever has led to a strong antipathy toward Koreans – even in English-speaking countries.This article explains how the current English boom in South Korea has been founded on the long tradition of education fever in the country, and why more and more Korean children are sent abroad to learn the English language. In addition, I also attempt to show the connection between this English boom and an associated antipathy toward the Korean language and Korean speakers in English-speaking countries.

scholarly journals Questioning North Korea’s digraphic inflection point: Kim Il Sung’s 1964 and 1966 conversations with linguists reconsidered

2021 ◽  
Vol 21 ◽  
pp. 263-281
Author(s):  
William Strnad
Keyword(s):  
Inflection Point ◽  
Language Planning ◽  
Chinese Characters ◽  
Korean Language ◽  
Korean Education ◽  
Language Planning And Policy ◽  
The North ◽  
Fait Accompli ◽  
Policy Guidance ◽  
Teaching Chinese

Kim Il Sung’s 1964 and 1966 conversations with linguists are appropriately deemed important as the establishment of the North’s “cultured language” as a standard, as well as guidance related to language purification and script. In the analysis of inflection point related to language planning and policy in the North, is the often guidance on re-enshrinement of teaching “Chinese characters” (hanja) in North Korean education. Clearly this was official pronouncement of functional, synchronic digraphia, which has been preserved and operationalized down to the present. Scholarship on these conversations, amounting to policy guidance, attribute the shift in policy related to script as an inflection point. The author of this article concurs with its importance, but with respect to digraphia in the North, the conversations related to hanja instruction served as a confirmation for what was a broad trend in North Korean language planning during the years 1953-1964, a language planning and policy  fait accompli, diminishing the portrayal of the conversations as a digraphic inflection point in North Korea.

scholarly journals Development of Using Endings (“Eomi”) in Spontaneous Language Samples from 2- to 3-Year-Old Korean Children

2021 ◽  
Vol 26 (3) ◽  
pp. 545-557
Author(s):  
Jihye Choi ◽  
So Jung Oh ◽  
YoonKyoung Lee
Keyword(s):  
Early Childhood ◽  
Regression Analysis ◽  
Language Development ◽  
Age Groups ◽  
Language Assessment ◽  
Age Effect ◽  
Book Reading ◽  
Korean Language ◽  
Korean Children ◽  
Spontaneous Language

Objectives: “Eomi” is known as an important grammatical marker in early Korean language development in that it can change the meaning of words, and their function in sentences. The purpose of this study was to investigate Eomi use in spontaneous language samples of young children.Methods: Fifty young children aged 2;6-3;11 participated and were classified into three age groups; late 2-year, early 3-year, and late 3-year groups. Spontaneous language samples were collected during reciprocal book reading procedure with examiners. The number of total Eomi (NTE), and the number of different Eomi (NDE) were counted for overall Eomi and its subcategories; Prefinal Eomi (PE), Connecting Eomi (CE), Transformative Eomi (TE), Sentence closing Eomi (SE). ANOVA and regression analysis were employed for investigating group difference and predicting variables for age, overall NTE and NDE.Results: The overall NTE significantly increased between the late 2-year group and the late 3-year group, and the overall NDE increased significantly between the late 2-yearold group and both 3-year groups. Analysis in Eomi subcategories showed a significant age effect in NTE and NDE of CE and TE. Regression analysis demonstrated that the NDE of TE (57.3%) and CE (6.1%) explained chronological age.Conclusion: Use of Eomi significantly increased during early childhood. The results imply that NDE along with NTE of overall and subcategories of Eomi should be considered in language assessment.

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