ScholarWorks@숙명여자대학교

초록

This study examines both Korean Saturday school teachers’ and parents’ language and cultural attitudes, identity issues, and expectation variables in Korean language education through a survey in Korean Saturday schools in Japan. Both Korean Saturday school teachers and parents participated in this study. Survey questions were developed and distributed to Korean Saturday school teachers and parents on-line. The following are the research findings. First, Korean teachers and parents show similar attitudes towards Korean language education and helping children develop a Korean identity from an early age. However, parents demand a curricula that is more related to culture than merely language. Second, depending on the different attitudes of teachers toward Korean identity, their teaching methods with regards to handling Korean culture changed. Some variables, such as a teacher’s gender or educational level, influence cultural class content. Third, parents expect more abundant Korean cultural input from Korean teachers besides learning Korean language in Korean Saturday schools. This study offers guidelines for developing Korean Saturday school curriculum for preschool learners at Korean Saturday schools in Japan (Sookmyung Women’s University)