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Handbook for Teaching Korean-American Students. INSTITUTION California State Dept

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Handbook for Teaching Korean-American Students. INSTITUTION California State Dept DOCUMENT RESUME ED 342 248 FL 020 109 TITLE Handbook for Teaching Korean-American Students. INSTITUTION California State Dept. of Education, Sacramento. Bilingual Education Office. SPONS AGENCY Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. REPORT NO ISBN-0-8011-0986-8 PUB DATE 92 NOTE 194p. AVAILABLE FROM Bureau of Publications, Sales Unit, California Department of Education, P.O. Box 271, Sacramento, CA 95812-0271 ($4.50; California residents add tax). PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher)(052) EDRS PRME MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Bilingual Education; Classroom Techniques; Cross Cultural Training; Cultural Context; Cultural Differences; *Educational Attitudes; Educational Resources; Educational Strategies; Elementary Secondary Education; *Immigrants; *Korean Americans; Language Patterns; *Language Role; Literacy Education; Second Language Instruction; *Sociocultural Patterns ABSTRACT This handbook is designed for teachers, administrators, and other school personnel. It providesan explanation of the sociocultural and linguistic characteristicsof Korean-Americans so educators can lddress their needsmore effectively and orchestrate a better toaching environmentby understanding and supporting the Korean-American c.ulturalheritage. The first chapter provides background informationto help readers understand Koreans' experiences in Korea and patternsof immigration to the United States. The second chapter describes educationaland sociocultural factors in the Korean languagegroup, focusing on Korean educational traditions and patterns, languageexperience in the Korean-American community, and key interpersohalrelationships in the Korean-American culture. Chapter 3 detailssome Korean linguletic characteristics and their relationship to culture.Instructional and curricular strategies for this populationare outlined in the fourth chapter, with attention g ven to the role of bilingualism,factors in language.: development, transfer of literacy, languageprogram planning, and reading instruction. A glossary andan annotated bibliography of general references and Korean literatureand language materials are al.so presented. Appended materialsinclude a ranking of California school districts by Korean-Americanenrollment; lists of educational and cultural resm.ces; anda list of Korean holidays, ceremonies, and festivals. (MSE) ********k************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. **.******************************************************************** MS A U 11 DEPARTMENT Of EDUCATION Office of EducationalReaesrch and Improvement EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) lat<document nas been reproduced ea received from the person or originating it organization ID tizincii changeshtvt omen made to improve rep OduCtiOn Qua In), Fonts of view or opinions statedin mis docir merit do not necessarily representofficial OERI position or policy 2 BES I COPY AVAILABLE Handbook for Teacbing Koman-Anierican Students Developed by the Bilingual Education Office California Department of Education Publishing Information Maw This handbook was funded in part with funds from the Office of Bilingual Education and Minority Languages Affairs. U.S. Department of Education. The opinions expressed herein do not, however. necessarily reflect the position or policy of the U.S. Department of Education, and no official endorsement by the U.S. Department of Education should be inferred. The document was developed by the Bilingual Education Office. California Department of Education. The final draft of the manuscript was edited by Janet Lundin of the Bureau of Publications. working in cooperation with Daniel D. Holt of the Bilingual Education Office. The haaJbook was prepared for photo-offset production by the staff of the Bureau of Publications, with design foi. the interior and cover by Cheryl Shav:ver McDonald. who also set the publication in Page Maker: and typesetting by Jeannette Huff. The document was published by the Department: printed by the Office of State Printing: and distributed under the provisions of the Library Distribution Act and Governntent Code Section 11096. Copyright 1992 by the California Department of Education Copies of this publication arc available for $4.50 each. plus sales tax for California r :sidents. from the Bureau of Publications. Sales Unit. California Department of Education. P.O. Box 271, Sacramento, CA 95812-0271, A list of other publications available from the Department of Education is shown on page 177. 1SLIN 0-8011-0986-8 About the Cover The chrysanthemum was chosen for the cover because of the flower's popularhy in Korean literature. art, and daily life. Like their neighbors in China and Japan. Koreans regard the chrysanthe- mum as symhalic of virtues that one develops through education and self-discipline. Koreans believe that chrysanthemums represent the harmony that should be maintained between nature and humanity and the loyalty that binds one to others. In the art of the Koryo Kingdom (A.D. 918-1392). the chrysanthemum often appears as it does on the coveras wild and single blooms. gracing with their simple beauty the mysterious bluish-green celadon of the period. Koreans use the chrysanthemum for adorning architectural works. pottery, and furniture and during decorating celebrations and ceremonies. The design for the chrysanthemum was taken from Korean Motifs 2: Floral Patterns. Edited by Ahn Sang-Soo. Seoul: Ahn Graphics and Book Publishers, 1987. Contents Page Foreword vii Preface viii Acknowledgments Note to Readers xiii Chapter I. Background of Korean Americans in California 1 Emergence of Korea 2 Historical Overview 3 Early History 3 Three Kingdoms Period 3 Koryo Kingdom 5 Chosun Kingdom 6 Japanese Colonial Period 8 Two Koreas 9 Political Developments in South Korea 11 History of Korean Immigration 12 Early Twentieth Century Immigration Patterns 13 Mid-Twentieth Century Immigration Patterns 14 Late Twentieth Century Immigration Patterns 14 Reasons for Korean Immigration 15 Educational Opportunity 16 Economic Improvement 16 Family Reunion 17 Koreans Residing in Other Countries 19 Selected References 19 Chapter II. Educational and Sociocultural Factors Concerning the Korean Language Group 2 i Koreans in Korea 21 Educational Factors in Korea 21 Education in Korea and California 25 Attitudes of Korean Parents 29 Language Education in Korea 30 Cross-cultural Differences in Classroom Behavior 34 Role ot English in Korea 35 Page Koreans in California 39 Language Experiences of Korean Americans 40 Staff Resources in Korean-American Communities 44 Key Relationships for Korean Americans 47 The Parent-Child Relationship 47 The Educator-Student Relationshir 52 The Parent-Educator Relationship 55 Selected References 59 Chapter III. Linguistic Characteristics of the Korean Language......62 Origin of the Korean Language 62 Relationship of Korean to Chinese and Japanese 63 Dialectal Differences 64 General Remarks on the Korean Language 65 Differences Between Korean and English Grammar 65 Differences Between Korean and English Syntax 71 Phonology and Phonetics in Korean and English 74 Han-gul: The Korean Writing System 85 Interrelationships Between Language and Culture 87 Influences of Confucian Values 87 Honorific Speech Patterns 89 Customs of Offering and Declining 91 Use of Questions for Koreans 92 The Meaning of Korean Names 93 Demeanor in Korean Behavior 94 Other Nonverbal Behaviors 95 Selected References 97 Chapter IV. Recommended Instructional and Curricular Strategies for Language Development 98 The Goal of Bilingualism 98 Diversity of Students 100 Communicative-Based Approach 101 Factors in Language Development 103 Visual Skills 104 Sensorimotor Coordination 104 Command of Spoken Korean 105 Knowledge of Concepts 106 Social Skills 107 Motivation to Learn to Read and Write 108 Page Role of Literature 108 Transfer of Literacy 110 Transferability of Han-gul 110 Conventions of the Written Page 110 Reading for Meaning 111 Planning a Korean Language Program 112 Setting the Goals 113 Identifying the Students 114 Developing Instructional Resources 114 Achieving Goals and Policies 115 Designing Instructional Programs 115 Introduction of Etiglish Instruction 116 Reading in Two Languages 118 Learning to Read Korean Followed by English 118 Learning to Read in Korean and English Simultaneously 119 Learning to Read English Followed by Korean 120 Learning in Two-way Programs 121 Learning in English-only Programs 121 Supplementing the English-only Program 123 Summarizing the Program Designs 124 Selected References 124 Glossary 128 Bibliography 132 Suggested Readings 132 General Information 132 History and Politics 133 Culture and Society 134 Business and Finance 136 Immigration History and Korean-American Life 138 Korean Literature 141 Primary Grades (Kindergarten Through Grade Three) 141 Upper Grades (Grades Four Through Six) 142 Secondary Grades (Grades Seven Through Twelve) 143 Korean Language Materials 145 Appendix A. Districts Ranked by Enrollment of Limited-English- Proficient Students Who Speak Korean 149 v 7 Page Appendix B. Educational and Cultural Resources 152 Teaching Materials 152 Films and Videos 156 Bilingual Materials and Resources 158 Language Programs 159 Bookstores 164 Community and Social Welfare Organizations 165 Media 168 Language Schools 170 Educational and Cultural Associations and Institutions 170 Korean Government
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