A Critical Discourse Analysis on Cultural and Social Biases in a Korean Language Textbook: Focusing on Sogang Korean 1B and Korean Grammar in Use: Beginning to Early Intermediate
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Korean society has become notably more international since 2000 due to international marriage, and influx of foreign workers. As a result, the demand for Korean language learning has necessitated that Korean teaching practices developed in a relatively short period of time. Since the students of the Korean language have diverse backgrounds, it is critical to consider their cultural backgrounds when teaching the language. Many scholars have emphasized the importance of cultural/social aspects in language education ultimately for the purpose of education for international understanding (EIU). If so, in present, how does a Korean language textbook deal with the social and cultural aspects in terms of international understanding? To answer this question this study examines Korean language textbooks, using critical discourse analysis (CDA) as a method. Through CDA, this paper explores the representation of the gender role and race inequality/stereotypes in various occupations, the home or sports and also examined ideologies and power relations involved in discourse in the book. This paper concludes with suggestions on how the future Korean language textbooks can be presented within education for international understanding (EIU).
Abstract
Korean society has become notably more international since 2000 due to international marriage, and influx of foreign workers. As a result, the demand for Korean language learning has necessitated that Korean teaching practices developed in a relatively short period of time. Since the students of the Korean language have diverse backgrounds, it is critical to consider their cultural backgrounds when teaching the language. Many scholars have emphasized the importance of cultural/social aspects in language education ultimately for the purpose of education for international understanding (EIU). If so, in present, how does a Korean language textbook deal with the social and cultural aspects in terms of international understanding? To answer this question this study examines Korean language textbooks, using critical discourse analysis (CDA) as a method. Through CDA, this paper explores the representation of the gender role and race inequality/stereotypes in various occupations, the home or sports and also examined ideologies and power relations involved in discourse in the book. This paper concludes with suggestions on how the future Korean language textbooks can be presented within education for international understanding (EIU).
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