The Korean Case for Youth Language Learning is a collection of chapters which address the complexities at the intersection of Korean language learning, the global popularity of Korean culture, and Generation Z learners’ characteristics.
The Korean Case for Youth Language Learning is a collection of chapters which address the complexities at the intersection of Korean language learning, the global popularity of Korean culture, and Generation Z learners’ characteristics.
The chapters included in this volume portray learning contexts spread across five continents, and adopt a wide array of research methodologies, including but not limited to thematic analysis, discourse analysis, and Q methodology, to touch on important topics such as policy and curricular constraints, pedagogical approaches, and Generation Z language learners’ identity, motivation, and emotions. This volume serves as a springboard for further policy-focused, pedagogical, and empirical investigations into what the local setting, in terms of socio-cultural environment and educational infrastructure, brings into young learners’ experience of learning the Korean language.
This book is a valuable guide for global teachers of Korean who seek to understand learners’ behaviour and preferences in the K-wave era, as well as policymakers within language learning education.
Introduction: Generation Z and Korean language learning.
Part
1. Policies, curricula, and assessment
1. Learning Korean in high school: The Year 11 and 12 Korean language syllabi
in Victoria and Western Australia.
2. Flourishing but with challenges: Korean language education for young
Vietnamese learners.
3. Teaching Korean in Japanese High Schools: Structure, materials and
assessments.
4. Korean language at the secondary level in Taiwan: Learners, policies, and
resources.
Part
2. Teaching methods and learning practices
5. The impact of the Korean Wave on Korean language studies in Israel.
6. Transcending educational boundaries: The impact of eTandem virtual
exchange among generation Z learners of Korean.
7. From the classroom to variety shows, films, and web-novels: Korean
language learning in Kenya.
8. Korean Wave and informal language learning: Learners perspectives in
online spaces.
9. Korean language learning beyond the classroom in young Korean Australians.
Part
3. Learners individual differences
10. Young learner perspectives on semi-formal, extracurricular Korean
language learning in the UK.
11. Transitioning from high school: Chinese students triggers to major in
Korean Language and Literature at university.
12. Korean language learning among Turkish students: Young learners
perspectives, motivation and vision.
13. Enjoyment in learning Korean as a foreign language: Learner subjectivity
in Thailand.
Nicola Fraschini is Senior Lecturer at the University of Melbourne Asia Institute, where he is Head of Program of Korean Studies and Director of the Global Korea Research Hub. His research focuses on the psychology of language teaching and learning and Q methodology.
Jieun Kiaer is YBM-KF Professor of Korean Language and Linguistics at the University of Oxford and a Senior Research Fellow at Hertford College. Her research focuses on multilingualism, translanguaging, and language education in digital contexts. She works closely with policymakers, including the UK Department for Education, to support language education and curriculum innovation.
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