Journal of the National Council of Less Commonly Taught Languages (Jun 2017)
A Survey on Postsecondary Korean Language Programs in the United States
Abstract
Students of the less commonly taught languages (LCTLs) retain higher motivation in learning (Bao & Lee, 2012; Brown, 2009; Liu & Shibata, 2008; Murphy, Back, & Garrett-Rucks, 2009; Nunn, 2013), but it is uncertain to what extent the LCTL programs are equipped to provide an education that meets students’ expectations. In this study, I diagnosed various aspects of the organization and management of Korean programs in U.S. postsecondary education as an example case. I contacted 104 Korean language program coordinators in the United States and collected responses from 34 in spring 2015. I reported on issues related to faculty, course curricula, proficiency goals, recent and projected changes in the program, and the difficulties that the program coordinators faced. Further, I discussed the strengths and robustness of Korean language education in the United States, and highlighted factors that may inhibit potential improvement and constructive changes.
