Korean language education, conducted in many Korean language institutions, has been taught only in Korean. In this situation, the bilingual Korean classes using Korean language learners' native language have been neglected. Therefore, bilingual educat...
Korean language education, conducted in many Korean language institutions, has been taught only in Korean. In this situation, the bilingual Korean classes using Korean language learners' native language have been neglected. Therefore, bilingual education is needed in which instructors flexibly use the language learner's native language and target language to conduct Korean classes. In addition, due to COVID-19, the traditional face-to-face class method was changed to real-time online courses. It is necessary to examine how instructors and learners recognize the bilingual teaching method conducted online and what experiences they have.
Therefore, this study was conducted from December 2021 to March 2022 (11 weeks in total, 150 hours) with two bilingual classes, Korean and Chinese, among Korean classes at Korean language education institutions at W University in Korea. Due to COVID-19, it was continuously conducted as a real-time online class using Zoom for a semester. This study aims to determine the current status of online bilingual classes at the Korean Language Education Center after the pandemic and then present directions and suggestions to apply bilingual classes to Korean language education centers at each university.
In order to achieve this purpose, two Korean and Chinese bilingual classes among Korean classes conducted at the Korean Language Education Center at W University in Korea were selected as subjects of research. The researcher continuously observed two bilingual classes through online zoom once a week, analyzed teachers' bilingual usage patterns, and analyzed the educational effect of using Chinese, their mother tongue. As the main research tool of classroom observation, the researcher put down prejudice and prejudice and played the role of a complete observer.
In addition, Korean language learners participated in the end-of-semester survey on their perceptions, attitudes, and satisfaction with bilingual Korean classes. Then, the researcher recruited eight interview participants from the survey participants and conducted 1:1 in-depth interviews to explore Korean language learners' specific experiences in bilingual classes. Finally, the researcher explored the teacher's perception and teaching experience of bilingual classes by conducting in-depth interviews with two bilingual teachers.
This study has defined one classroom where bilingual classes were conducted as one case by applying the case study method. In addition, the researcher collected various research data through classroom observation, an end-of-semester survey, and in-depth interviews. Study results are followed. First, bilingual teachers used more than 60% of Korean and 40% of Chinese in class, and the bilingual usage ratio was 6:4 in Korean and Chinese languages. Second, two bilingual teachers used all six educational functions of attention and classroom management, comprehension, explanation, feedback, deep knowledge, and identity formation based on the features presented by García & Wei (2015).
Third, Korean language learners responded very positively to bilingual instruction in class. Korean language learners evaluated that using their native language (Chinese) was the most effective when teachers provided grammar explanations, vocabulary explanations, questions, and feedback in class. In addition, it was evaluated that bilingual courses were practical and that they were very helpful in learning Korean.
Bilingual teachers could easily explain important concepts by using bilingual instruction, especially at the beginner level of Korean language learners. In addition, in terms of efficiency, bilingual teachers evaluated that bilingual usage is the most effective when explaining Korean grammar and vocabulary in class, listening in Korean, and when learners cannot understand, and conveying class rules or school rules. Finally, two bilingual teachers' perceptions of bilingual classes changed positively throughout the research process.
Through these research results, this study made suggestions as described below. First, beginner-level adult learners need to conduct Korean classes using a bilingual class method. Second, in order to more actively conduct bilingual classes in domestic Korean language education institutions, it is necessary to escape the monolingualism of the current Korean language education field, and Korean teachers must have a bilingual or multilingual consciousness. Third, it is necessary to train Korean teachers in bilingual or multilingual languages in order to conduct bilingual classes in Korean language education institutions properly. Fourth, it is necessary to appropriately adjust the frequency of bilingual use in consideration of the learner's language level. Fifth, to maximize the effectiveness of bilingual classes, teachers' online teaching skills must be improved.