ScholarWorks@숙명여자대학교

초록

Journal of the International Network for Korean Language and Culture, 16-2, 1-30. A research on Korean Saturday school teacher’s perception toward young heritage learner’s education for ethnic identity in Russia, Uzbekistan, and Kazakhstan. This study examined Korean Saturday school teachers’ cultural attitudes, ethnic identity issues, and expectation variables in Korean language education through Korean Saturday schools in Russia, Uzbekistan and Kazakhstan. Fifty nine Korean Saturday school teachers participated in this study. The survey questions were developed and distributed to Korean Saturday school teachers on-line. Research findings are stated below. First, Korean Saturday school teachers aged between 40 and 50 showed the highest level of Korean proficiency than younger teachers. Second, elderly immigrant Korean teachers selected kinship as the most powerful link between Korean diaspora and the Korean race, however, young immigrant Korean teachers selected different variables such as Korean food, traditional culture, and or Korean language, etc. Third, Russian immigrant Korean teachers taught Korean culture as the knowledge to study as a requirement in order to establish heritage identity. Uzbekistan immigrant Korean teachers decided on the teaching list of traditional Korean culture based on the value of historical meaning and the level of maturity of the children. Fourth, Kazakhstan immigrant Korean teachers thought that the Korean diaspora must learn Korean language because of kinship ties. This study suggests directions on which way to develop Korean Saturday school teaching materials and set curriculums for young heritage learners in Russia, Uzbekistan and Kazakhstan(SookMyung Women’s University).

키워드