비원어민 한국어 교원의 현황과 역할 -중국 대학 사례를 중심으로-
The Status and Role of Non-native Korean Teacher
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As the demand and expectation for the education of Korean language focusing on the communication rise, there is much more need for the change in the non-native teachers proficiency and educational skills. The matter of effectively accommodating those needs are closely related to the identity of non-native teacher both as a learner and a teacher. The summary of the paper is as follow. Firstly, there should be well-planned and systematical visiting training programs or local Korean teacher training programs for the re-education of non-native Korean teachers. Secondly, utilizing the former experiences as a learner themselves, the non-native Korean teachers should develop norms of instructions best fit for their own grounds. Thirdly, a verification process of the proficiency should be included in the Certificate of Teaching Korean acquisition. Fourth, the subjects of native teachers and non-native teachers should be divided in the Korean language courses in foreign colleges. Fifth, much more Korean native teachers should be hired for the development of Korean proficiency of foreign Korean learners. Sixth, courses for foreign students majoring Korean language education should also be a matter of concern in the undergraduates and graduates.
Abstract
As the demand and expectation for the education of Korean language focusing on the communication rise, there is much more need for the change in the non-native teachers proficiency and educational skills. The matter of effectively accommodating those needs are closely related to the identity of non-native teacher both as a learner and a teacher. The summary of the paper is as follow. Firstly, there should be well-planned and systematical visiting training programs or local Korean teacher training programs for the re-education of non-native Korean teachers. Secondly, utilizing the former experiences as a learner themselves, the non-native Korean teachers should develop norms of instructions best fit for their own grounds. Thirdly, a verification process of the proficiency should be included in the Certificate of Teaching Korean acquisition. Fourth, the subjects of native teachers and non-native teachers should be divided in the Korean language courses in foreign colleges. Fifth, much more Korean native teachers should be hired for the development of Korean proficiency of foreign Korean learners. Sixth, courses for foreign students majoring Korean language education should also be a matter of concern in the undergraduates and graduates.
참고문헌 (19)
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