EPS-TOPIK 한국어표준교재의 문화적 재현과 함의에 대한 연구: USA Learns와 비교를 중심으로
A Study of Cultural Representation and Implications in the EPS-TOPIK Korean Textbooks: Comparison with USA Learns
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This study explores the cultural representations and social implications embedded in the EPS-TOPIK Korean Standard Textbooks, which are designed for foreign workers preparing to enter the Korean labor market. Applying a multimodal conceptual-analytical framework (Lavrenteva & Orland-Barak, 2023; Weninger & Kiss, 2013), the research examines how textual content, visual imagery, and tasks collectively construct cultural narratives, societal expectations, and norms of behavior. Findings reveal that EPS-TOPIK emphasizes "Stereotypes and National Identity" (31.09%) and "Social and Political Institutions" (28.86%), portraying foreign learners as passive participants who must conform to Korean norms. Conversely, USA Learns prioritizes "Belief and Behavior" (30.43%) and "Social Identity and Group" (23.64%), highlighting diversity and learner agency. EPS-TOPIK's unidirectional approach risks reinforcing stereotypes and marginalizing learners' agency, while USA Learns fosters active participation and intercultural understanding. Recommendations for EPS-TOPIK include adopting an intercultural perspective, promoting learner agency, reducing stereotypes, respecting cultural diversity, and presenting balanced representations of Korean society. These changes aim to enhance social integration and mutual understanding for foreign learners in Korea.
Abstract
This study explores the cultural representations and social implications embedded in the EPS-TOPIK Korean Standard Textbooks, which are designed for foreign workers preparing to enter the Korean labor market. Applying a multimodal conceptual-analytical framework (Lavrenteva & Orland-Barak, 2023; Weninger & Kiss, 2013), the research examines how textual content, visual imagery, and tasks collectively construct cultural narratives, societal expectations, and norms of behavior. Findings reveal that EPS-TOPIK emphasizes "Stereotypes and National Identity" (31.09%) and "Social and Political Institutions" (28.86%), portraying foreign learners as passive participants who must conform to Korean norms. Conversely, USA Learns prioritizes "Belief and Behavior" (30.43%) and "Social Identity and Group" (23.64%), highlighting diversity and learner agency. EPS-TOPIK's unidirectional approach risks reinforcing stereotypes and marginalizing learners' agency, while USA Learns fosters active participation and intercultural understanding. Recommendations for EPS-TOPIK include adopting an intercultural perspective, promoting learner agency, reducing stereotypes, respecting cultural diversity, and presenting balanced representations of Korean society. These changes aim to enhance social integration and mutual understanding for foreign learners in Korea.