Targeting superior level
for heritage students:
A case of using media materials at
the KLFC, UHM
Sumi Chang
University of Hawaii at Manoa
Korean Language Flagship Center
changhan@hawaii.edu
Fourth Summer Heritage Research Institute
Heritage Speakers: Linguistics and Pedagogy
June 22, 2010
1
Targeting superior level
for heritage students
The need for superior (professional) level of foreign
language proficiency is not only national but is also
becoming global. It is the goal of the Korean Language
Flagship Center (KLFC) to help the learners attain
superior level in Korean. In striving to reach the target
proficiency level, one of the biggest challenges the
learners face is listening comprehension. Spoken
words exist in real time and need to be processed as
given; unlike in reading, one cannot go back to the
earlier portion of the spoken text to re-examine the
meanings unless it is recorded.
2
Targeting superior level
for heritage students (Cont’d)
In this presentation, a case of approaching L2
listening in KLFC’s media curriculum will be reviewed. The
learners begin by (a) reading a media material and writing
a rendition, not a literal translation, of the L2 reading text
to English. This serves as a pre-listening activity. Reading
rendition is then followed by (b) listening to a media
material on the same topic as the reading material. In
listening, the learners are steered away from word-byword listening and are guided to focus on the chunks and
the development of the content. Next, (c) the learners
write a summary of the listening text in the target language.
Through such steps to listening, the learners are trained to
deal with authentic media materials that are critical for
today’s global professionals. Finally, learner responses to
using media materials to enhance listening ability will be
presented.
3
Content
Part I: Superior proficiency level
1. KLFC’s proficiency aim
2. Proficiency scales
3. KLFC programs
4
Content (Cont’d)
Part II: Listening comprehension
1. Difficulty in listening
2. Using media curriculum
3. Media material samples
4. Learner responses
5
I-1. Proficiency
Korean Language Flagship Center
at the UHM
dedicated to cultivating Korea specialists with
superior/professional-level proficiency in Korean
has a goal to prepare American students to be capable
of functioning in Korean as professionals in their
chosen academic or professional fields
a part of The Language Flagship (TLF), a component of
the National Security Education Program (NSEP) at the
U.S Department of Defense
http://koreanflagship.manoa.hawaii.edu/
6
I-1. Proficiency
The Language Flagship Mission
The Language Flagship seeks to graduate
students who will take their place among the next
generation of global professionals, commanding a
superior level of proficiency in one of many
languages critical to U.S. competitiveness and
security.
http://www.thelanguageflagship.org/about-us/overview
7
I-2. Proficiency scale
Language proficiency level scales
ACTFL and ILR
ACTFL :
American Council on the Teaching of
Foreign Languages (K-16 academic circles)
ILR:
Interagency Language Roundtable
(government and military)
8
I-2. Proficiency scale
Aim of The Language Flagship
ACTFL
ILR
3 and higher
(PROFESSIONAL)
2+
2
1+
1
0+
0
I-2. Proficiency scale
Superior proficiency level
(listening)
Able to understand the main ideas of all speech in a
standard dialect, including technical discussion in a field of
specialization. Can follow the essentials of extended discourse
which is propositionally and linguistically complex, as in
academic/professional settings, in lectures, speeches, and
reports. Shows some appreciation of aesthetic norms of target
language, of idioms, colloquialisms, and register shifting. Able to
make inferences within the cultural framework of the target
language. Understanding is aided by an awareness of the
underlying organizational structure of the oral text and includes
sensitivity for its social and cultural references and its affective
overtones.
10
http://www.languagetesting.com/actfl_guidelines_listening.html
I-3. KLFC program
KLFC heritage S population
Heritage vs. non-heritage students
14
Number
12
10
8
6
4
2
0
2007-08 MA
2008-09 MA
2009-10 MA
2008-09 BA
2009-10 BA
Heritage
12
7
7
10
8
Non-Heritage
1
2
4
0
2
11
I-3. KLFC program
KLFC Programs
(to initiate in 2011)
or KU
12
I-3. KLFC program
Pre-college

UHM intensive summer pre‐college program:
 Middle school students (non‐credit)
 High school students (6 UHM credits)

Development of a model program for DOE at Moanalua
High school

Korean community school teacher training

Department of State NSLI‐Y summer program for
language and culture study in Korea
13
I-3. KLFC program
Pre-college summer program
(2009)

Senior track: 10th ~ 12th grade
– Two three-week terms
– 3 hours a day, 5 days a week  90 hours
– Up to six college credits

Junior track: 6th ~ 9th grade
– One four-week term
– 3 hours a day, 5 days a week  60 hours
14
I-3. KLFC program
UH undergraduate programs in Korean
Undergraduate
Programs
Regular
Flagship
(EALL)
Major
Minor
Certificate
B.A. in
Korean
Minor in
Korean
Certificate
in Korean
B.A. in Korean for
Professionals
Certificate in Korean
for Professionals
Overseas
Overseas
(Summer 2011)
15
B.A. in Korean at UH
I-3. KLFC program
‘B.A. in Korean’
‘B.A. in Korean for Professionals’
(East Asian Languages & Literatures)
(KLFC)
1. The highest proficiency goal of
Advanced low level (1+ to 2)
2. Larger class size
1. The highest proficiency goal of
Superior level
2. Dual majors strongly encouraged
3. Smaller class size
4. Specialized & individualized
language training
5. Mandatory one-year overseas
program
16
I-3. KLFC program
The Language Flagship Mission
The Language Flagship seeks to graduate students who will take
their place among the next generation of global professionals,
commanding a superior level of proficiency in one of many languages
critical to U.S. competitiveness and security.
A.
B.
C.
D.
Intensive language learning, including content courses
Overseas immersion (coursework + internship)
Proficiency testing
Cultural awareness and literacy and practical use
Video to 239
17
I-3-A. KLFC program: Intensive
Programs’ two-year component
M.A. in Korean
for Professionals
B.A. in Korean
for Professionals
Domestic Prog. at UH
16 class hours
(4 tutoring hours)
Domestic Prog. at UH
8+ class hours
(2+ tutoring hours)
Overseas Prog. at KU
(KFOP)
6 Lang. class hours
3 content class hours
2 days of internship
(4 tutoring hours)
Overseas Prog. at KU
(KFOP)
6 Lang. class hours
3 content class hours
2 days of internship
(4 tutoring hours)
18
I-3-A. KLFC program: Intensive
KLFC at UHM courses












Advanced Korean 1, 2 (KOR 401‐402)*
High-Advanced Korean 1, 2 (KOR 403‐404)
Korean Proficiency through Film (KOR 480)*
Readings in Chinese Characters (KOR 307/308)*
Essentials of Korean Culture for Advanced Language Learners (KOR 470)
Media Research in Korean 1, 2 (KOR 421-422)
Selected Readings in Korean (media search) (KOR 425)
Korean for Career Professionals (students’ respective areas) (KOR 485)
Korean Abroad (KOR 496: 8 credits for MA students, 12 credits for BA
students upon completion of one‐year study in Korea)
Enhanced Readings (in students’ respective areas) (KOR 499)
Advanced Vocabulary (KOR 499)
Individual Feedback (KOR 499)
*electives
19
I-3-A. KLFC program: Intensive
KLFC at UHM courses (Cont’d)






Media Research in Korean (KOR 621)
Comparative Studies of North and South Korean Languages (KOR 622)
Interdisciplinary Research in Korean (KOR 623)
Analysis of Korean Academic Discourse (KOR 624)
Directed Research in Korean (individualized instruction) (KOR 699)
Research Seminar in Korean Language (KOR 730)
20
B.A. weekly schedule
(Domestic at UHM)
Tue
Thu
Fri
KOR 485-486
Korean for Academic
Purposes (1.5 hrs)
KOR 485-486
Korean for Academic
Purposes (1.5 hrs.)
KOR 421-422
Media Analysis in
Korean (3 hrs)
• Vocabulary quiz
• Special Lecture
• Reading comprehension
• Student presentation
• Discussion
Reading & Listening
KOR 499 (1 hr)
• Review
• Feedback
• Discussion
KOR 499 (1 hr)
• Review
• Feedback
• Discussion
21
I-3-A. KLFC program: Intensive
M.A. weekly schedule
(Domestic at UHM)
Mon
Tue
Understanding
issues with
reading materials
(3hrs)
Advanced
vocabulary
(3 hrs)
Extended media
research reading
(1.5 hrs)
Extended media
research
listening
(1.5 hrs)
Wed
Independent
research &
information
sharing
(2 hrs)
Thu
Task preparation
(1 hrs)
Fri
Task performance
(3 hrs)
Feedback
(1 hrs)
22
I-3-B. KLFC program: Overseas
Overseas program
Overseas
(KFOP)
Language
course
Content
course
Internship
23
I-3-B. KLFC program: Overseas
Linking domestic & overseas
components
Domestic (UHM)
1. Evaluating South Korean policies for North Korean refugees
2. Searching for internships; Writing a resume/cover letter
3. Rendition of news articles
4. Making presentations
Overseas (KU)
1. Meeting NK refugees, interning at NK refugee orgs.
2. Applying for & interviewing for internship
3. Translation/rendition of documents at the internship site
4. Attending seminars and making presentations
24
I-3-C. KLFC program: Testing
Proficiency testing:
Current test battery

Institutional ACTFL OPI (speaking)
Test of Proficiency in Korean (TOPIK) by
Korea Institute for Curriculum and Evaluation

Vocabulary & Grammar/ Writing
Listening/ Reading

Performance evaluation
25
I-3-C. KLFC program: Testing
Proficiency testing
Development of assessment tool for reading,
listening, and writing for superior learners
Based on our experience of administering this test
with our students, Level 6, the highest level of
TOPIK, seems to correspond to ILR Level 2 or 2+
beneath the superior level. This means that
TOPIK is not appropriate for measuring and
distinguishing students with proficiency higher
than ILR Level 2 or 2+.
26
I-3-D. KLFC program: Culture
Cultural awareness and literacy
and practical use of the language
10/2/09
Chusok Celebration
(Harvest Moon Festival)
10/10/09
Korean Essay &
Speech Contest
10/17/09
UH Manoa
Experience
(Open House)
Slide Show from 223
27
28
Content (Cont’d)
Part II: Listening comprehension
1. Difficulty in listening
2. Using media curriculum
3. Media material samples
4. Learner responses
A.
B.
C.
D.
Reading aids listening
Media materials
Difficulties
Listening
29
II-1. Difficulty in Listening
Difficulty in listening
Spoken words or listening texts exist in real
time and needs to be processed as given;
unlike in reading, one cannot go back to
the earlier portion of the spoken text to
re-examine the meanings unless it is
recorded.
30
II-2. Media curriculum
What is (mass) media?

a channel or system of communication,
information, or entertainment

a medium of communication (as
newspapers, radio, or television) that is
designed to reach the mass of the people
31
II-2. Media curriculum
Objectives of media courses




develop the skills to comprehend, analyze, write reading
rendition, and critique media materials
acquire further knowledge about the Korean culture and
issues related to Korea
develop language learning strategies
acquire the skills to express their opinions and ideas by
using superior-level vocabulary, grammatical accuracy, and
formal expressions.
II-2. Media curriculum
Topics for a media course
Wks.
Dates
1
2
8/24~28
8/31~9/4
3
9/7~9/11
4
9/14~9/18
5
9/21~9/25
6
9/28~10/2
7
10/5~10/9
8
9
10/12~10/16
10/19~10/23
10
10/26~10/30
11
11/2~11/6
12
11/9~11/13
13
11/16~11/20
14
11/23~11/27
15
16
11/30~12/4
12/7~12/11
Topics
Introduction
Topic 1: 한국의 지리: 서울의 명소
Korea and Seoul's famous and historical sites
Topic 2: 한국어의 호칭
(Honorific language and honorific titles)
Topic 3: 한국의 가족제도
Korean family system
Topic 4: 한국의 스포츠인
(Sports and players)
Topic 5: 환경과 에너지
Environment and energy
Topic 5: 환경과 에너지 &
Review
T, 10/13: Midterm
Topic 6: 한국의 아줌마
(Full-time homemakers & working wives)
Topic 7: 한국의 직장문화
(Korea's work culture)
Topic 8: 한국의 연예산업
Entertainment industry
Topic 9: 한국의 대학입시
(College entrance exams)
Lesson 9: 언론의 역할
(The Role of the press)
Topic 10: 한국의 미디어 매체
(Korea's mass media)
Review
F, 12/11: Final Exam
33
II-2. Media curriculum
Media courses: Reading





do renditions of the readings
read media material related to the week’s topic
exchange peer feedback
engage in discussions on current issues in Korea
based on readings
receive teacher feedback as a whole class
II-2. Media curriculum
Media courses: Listening





listen to a Korean media materials
submit its Korean summary to the teacher
engage in discussions on current issues in
Korea based on the listening materials
Receive reactive feedback on their language
use and understanding in their summary and
discussion both individually and as a group
II-2. Media curriculum
Media course format
introduction
HW: reading
rendition
peer-feedback
T feedback
Go over
listening
summary
(list. compreh.
& writing)
go-over
reading
rendition
(peer)
discussion
Language
&
content
in-class listening
(with guide Qs)
- macro
- micro
HW: Listening
summary in TL
peer-feedback
HW: Listening
summary in TL
36
II-3. Media sample
Listening
(without prior knowledge from reading)
What are 'Goose Dads‘??
37
http://blog.daum.net/wuban777/10512830
II-3. Media sample
Media reading (pre-listening)
material for rendition
South Korean 'Goose Dads' Face Sacrifice, Loneliness for Children's Sake
http://www1.voanews.com/english/newds/a-13-2006-09-27-voa27.html
September 27, 2006
by Kurt Achin, VOA Seoul Correspondent
For an increasing number of South Koreans, being a family man means seeing less of the family
than ever before. Many South Korean fathers stay at home and work while they send their wife
and children abroad - often for years at a time - for the sake of their children's education. The
left-behind fathers have taken on a common nickname - and a common set of problems.
Geum Hee-yeon loves his family. He says that is why for most of the past four years, he has lived
more than 10,000 kilometers away from them. While he stays in South Korea and works, his
two teenage children go to school in the United States. His wife takes care of them there.
Geum, the dean of political science at Seoul City University, says he wanted his children to have
a U.S. education because he believes the rigidly conformist South Korean school system is
inadequate.
Many other South Korean fathers share Geum's disappointment with the education system here, or
they want their children to study abroad to learn another language, particularly English. They
have made the same decision to remain behind while they send their families abroad - for
anywhere as long as 10 years. These fathers have earned the nickname - "kirogi appa," or
"goose dads." South Koreans say the name derives from the loyalty wild geese show to their
mates. Figurines of geese are often given as a gift to couples here, to symbolize marital love 38
and sacrifice.
II-3. Media sample
Media reading (pre-listening)
material for rendition (Cont’d)
South Korean 'Goose Dads' Face Sacrifice, Loneliness for Children's Sake (Cont’d)
Choi Yang-sook did post-doctoral research on goose dads at Seoul's Yonsei University. She says the
practice is expanding. She says there are no exact figures, but estimates there are between
30,000 and 50,000 goose dads in South Korea. She says, more important than the exact number
is the psychological effect the goose dad trend has.
Geum has felt the psychological effects first hand. He says in Korea, families depend on a father as
the hub of a household. But after his family had been in the U.S. for a while, Geum says he
started to feel irrelevant. Geum's daughter, Ji-won is a junior at a university in Ohio, but was in
Seoul on break recently. She said when she was younger she did not realize the loneliness and
worry her father was going through. She says she often took her father's sacrifice for granted,
because it had been her parents' decision to have her study in the United States. She adds, as
her younger brother entered adolescence, he began to grow apart from their father because of
the distance.
Geum says about a year ago, the anxiety of being a goose dad began to take a physical toll. Geum
says many goose dads deal with the stress of being away from their families by drinking alcohol
with each other, which his health problems prevent him from doing.
Instead, his family came back for several months and now that Geum is recovering, they plan to
return to the United States soon. Despite the hardship, goose dads have a better situation than
the men Koreans refer to as "penguin dads." As the nicknames imply, goose dads can fly,
because they can afford the occasional plane ticket to visit their families. Penguin fathers, who 39
work in lower income jobs, remain grounded - and often go for many years at a time without
seeing their wives and children.
II-3. Media sample
Reading rendition & feedback
Read and write a detailed rendition of the
newspaper article on “Wild Goose Dads”.
(Target language to native language)
Avoid literal translation.
40
Listening: Guiding Qs
II-3. Media sample
Guiding Questions for Media Listening Material
Title: __________________________________________________
October 28, 2008, by Kurt Achin, VOA Seoul Correspondent
1. After listening to the news, write an appropriate title for the news clip.
2. Describe Kim's status (e.g., social class, job, etc.) for both the past and the present.
3. What is the living arrangement of Kim's family? Explain why the family has chosen
such an arrangement.
4. Explain how the term "goose father" originated.
5. The value of the Korean won has dropped. Describe the change in the won’s value,
and the consequences many Korean men with family members in the United
States are experiencing due to the drop.
6. How are the Kims dealing with the situation?
7. How do most "goose dads" evaluate the sacrifice they have been making? What are
the reasons?
8. Write a summary of the content of the listening material.
41
II-3. Media sample
Listening : Post-reading
Korea’s Wild Goose Dads
Post-listening summary writing
42
II-4-A. Learner responses
Student responses
Reading helped listening?

Being able to read about the topics, then reinforcing it with
listening practice, and then finally summarizing what we heard
really helped.

Reading helped me understand the topic more so it was easier for
me to catch on the vocabulary that was used in the listening clips.

reading prior to listening has helped me with my listening
comprehension because it gives you a preview of what the topic is
about.
43
II-4-A. Learner responses
Student responses:
Reading helped listening?

Getting familiar with the vocabulary and concepts [through
reading] was really helpful. Knowing the subject ahead of time
allowed me to understand what was going on and it made it easier
to understand the videos better. I was able to think about the
subject/topic ahead of time, and allow the ideas to kind of sink in
before class. This way I had some ideas what to expect in the
listening part of class.
44
II-4-A. Learner responses
Student responses:
Reading helped listening?

It has helped with the listening comprehension because I was
exposed to the vocabulary before listening to the video clip so
there weren't as many words that I didn't understand. Had we not
done a reading activity, I would have been clueless about what the
topics would talk about.

My reading skills have increased and my listening skills have
sharpened. If only one of the two were covered, I believe that my
proficiency would not have increased as much. For example, if we
only had reading, I would have become bored with the topics
because the videos are more interesting to me. Also, if we only
have videos, it would keep my attention but I wouldn't have a firm
grasp of the vocabulary since some people pronounce words
differently.
45
II-4-B. Learner responses
Student responses:
Using media materials?

Media is a very important part of Korean culture and society, so I
think this helps us get used to it.

I liked working with Korean media because of the variety of topics.
It helped to increase my understanding and awareness of the
Korean culture, rather than just its language.

I also liked the fact that we covered North Korean media materials
because I was not familiar with it prior to taking this course.

I was able to deal with more academic vocabulary and subjects
which is totally different from the everyday usage words that I am
familiar with. Through this course, I believe that I came about 80%
46
close to becoming the same level as a college student in Korea.
II-4-B. Learner responses
Student responses:
Using media materials?
 Before last year I had not been exposed to these types of
media materials. I believe that it is extremely important to use
and be exposed to these media materials in order to become
more proficient in Korean. Before this course, I was used to
using everyday words, but through the used of higher
language I am capable of understanding more and having
deeper conversations with others.
 it has helped my Korean proficiency level because I was
encountered with academic topics that are not used in
everyday life.
47
II-4-C. Learner responses
Student responses:
Difficulties?

There was one unit where it was a shisatoron [political talk show]
and the men that were talking would slightly mumble and so forth.
But, I think in the end, it is still good practice because not everyone
speaks clearly, and we need to learn how to infer and try to get our
ears used to it.

Sometimes we just couldn't understand what they were saying [in
the video], or a certain word they were saying. In reading, you
have what the word is and we just have to translate/interpret it.
48
II-4-C. Learner Testimonia
Student responses:
Difficulties?

The most difficult thing about working with media materials was
that some of the speakers from the videos had accents. And for
this reason it was difficult to understand them sometimes or make
out what word they are trying to say.

both [reading and listening] were challenging which required more
focus and effort.
49
II-4-D. Learner responses
Student responses:
Listening?
I know that I am more knowledgeable in a different array of
topics. I know my ears are more familiar with news reports,
interviews, discussions, and especially North Korean news. I feel more
confident about talking about these materials, and I feel 421 & 422 has
laid a good foundation for me.

I feel that my Korean proficiency level has improved by doing the
listening part of the course.

50
II-4-D. Learner Testimonial
Student responses:
Listening?
I thought that overall comprehension was more important than
word for word understanding because it shows that you can interpret
the meanings of the listening material as a whole. I Think this approach
helped my Korean a lot and this was the appropriate approach.

I believe that comprehending the material is much more
significant than going over the detailed meanings of the materials.
Because I believe that if you understand the topic that understanding
the vocabulary comes naturally. In the end, I learned a lot of new
vocabulary words by understanding the materials.

51
Student testimonials
A. Reading followed by listening


Topic introduction
Vocabulary
B. Media materials



A variety of topic
Academic vocabulary
Cultural understanding
52
Student testimonials (Cont’d)
C. Difficulties


Hard to hear mumbling, unfamiliar accents
Challenging (but led to focusing and effort)
D. Listening




A variety of topics
Confidence in topics
Improved proficiency level
Making interpretation/inference (e.g., vocabulary)
53
Acknowledgments
KLFC full-time staff
(Ho-min Sohn, DongKwan Kong, Sang Yee Cheon,
Haejin Koh, and Hee-Jeong Jeong)


KLFC students, especially Bowha, Inge, Junghee,
Sohyung, and Soon Jung.
54
Thank you
Kamsa-hamnida (감사합니다)
55
56
I-3-A. KLFC program: Intensive
B.A. weekly schedule
(Y1, 1st semester)
Tue
Thu
Fri
High-Advanced Korean High-Advanced Korean
(1.5 hrs)
(1.5 hrs)
KOR 403-404
KOR 403-404
KOR 499 (One-onone Conference)
• Vocabulary quiz
• Oral presentation
• Reading comprehension
• Chapter Exercise/oral presentation
• Listening to TV News & lecture
• Translation (Assignment due by
Sunday)
• Individual feedback on
presentations & Class
performance
Information Search &
Analysis (1.5 hrs)
KOR 425
Information Search & Analysis
(1.5 hrs)
KOR 425
KOR 499 (Lecture &
Review
(2 hrs)
• Lower-level reading
• Discussion
• Higher-level reading
• Discussion
• Discussion
(1/2-1 hr per student)
57
EALL






Graduate programs
Student learning outcomes
MA in Korean linguistics ILR 3; specialized knowledge and competence in
Korean linguistics, sociolinguistics, and language pedagogy; language
teaching ability
PhD in Korean linguistics ILR 3; specialized knowledge and competence in
Korean linguistics, sociolinguistics, and language pedagogy; university
language teaching ability; ability for scholarly contribution
MA in Korean literature ILR 3; specialized knowledge in various literary
genres
PhD in Korean literature ILR 3; specialized knowledge in different literary
genres; ability for scholarly contribution; university‐level teaching ability
MA in Korean for Professionals
ILR 3; competence in professional
Korean in students’ major areas and occupational culture
58
Proficiency testing:
Problem with TOPIK


TOPIK was developed by an agency of the Korean
government to measure general proficiency of
NNSs. Therefore, this test is not based on ILR or
ACTFL scales.
Instead, it distinguishes six levels from Level 1 to
Level 6. In the absence of studies demonstrating
any correlation between the TOPIK levels and the
ILR levels, interpretations of students’ performance
on this test are only limited.
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Proficiency testing:
Problem with TOPIK

Moreover, based on our experience of administering
this test with our students, Level 6, the highest level of
TOPIK, seems to correspond to ILR Level 2 or perhaps
Level 2+ and beneath the superior level. This means
that TOPIK is not appropriate for measuring and
distinguishing students with higher proficiency than ILR
Level 2 or 2+.

Furthermore, the fact that test items are all written in
Korean undermines the validity of TOPIK.
60
Motivation
Korean heritage students
Non-Korean heritage students
Maintenance of their
heritage language
Interest in Korea and
Korean culture
Interest in Korea and Korean
culture
Hallyu (Korean Wave)
Academic goals (e.g., good
grade, SAT II, Univ.
admissions, foreign language
credits)
Teacher’s encouragement
and recommendation
Parents’ expectations
Religious reasons
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Pre-College 2010: Overseas




National Security Language Initiative for Youth
(NSLI-Y)
High school students: ages 15 to 18
Six weeks in Korea
Language + Culture + Community
62
Pre-College 2010: Overseas
Language
Culture
Community
Learners who can interact
with Korean and with Korea
63
for 2010: Overseas
Language
Culture
Community
Language class
Special lectures
and events
Homestay
Field trips
Service-learning
Extracurricular
activities
Interaction with
local people
Research
project
64
Currently on Oahu, HI, about 800 Korean
heritage learners are learning Korean in
about 28 Korean community schools,
officially registered in the HAKS (Hawaii
Association of Korean Schools) of the
NAKS (National Association for Korean
Schools).
65
Heritage Schools

Some 1,000 heritage schools nation‐wide (25~30 in Hawaii)
 Current status (Sohn, Huh & Choi2007):Shortage of high‐quality instructional
materials
 Generally low teacher quality
 Shortage of classroom hours
 Insufficient culture learning
 Weak curriculum
 Unsatisfactory learning environment (facilities, etc.)
 Poor operation of schools
 Financial difficulty
 General lack of parental concern and cooperation
 General lack of student motivation
 Lack of networking among heritage schools

UHM: Teacher Training Workshop
66
Community resources
Postsecondary HL students who have acquired informal, vernacular varieties at home experience
challenges in learning the standard variety, which is valued for academic learning (e.g. Jo, 2001;
Parodi, 2008; Valdés and Geoffrion-Vinci, 1998).
HL students should improve their formal academic language by (a) having more opportunities to
interact with speakers of the formal variety, (b) receiving explicit instruction on the notion of
registers, and (c) engaging in classroom activities focusing on the high-level registers (Ducar,
2008; Valdés & Geoffrion-Vinci, 1998). “
how best to teach academic vocabulary that goes beyond the domain of immediate personal use
(e.g., Angelelli & Kagan, 2002; Campbell & Rosenthal, 2000; Kanno et al., 2008; Parodi, 2008).
67
I-3. KLFC program
Pre-college efforts



Survey of K-12 Korean language programs
in the US
Teacher training workshop for Korean
community school
Pre-college Summer Program
68