2017AATK_Program_THEFINAL_as of June 15.pdf

Save this PDF as:

Size: px
Start display at page:

Download "2017AATK_Program_THEFINAL_as of June 15.pdf"


1 The 22 nd Annual Meeting of the AMERICAN ASSOCIATION OF TEACHERS OF KOREAN CONFERENCE & WORKSHOP Promoting Global Competence for Diverse Learners in the 21 st Century: Implementing World-readiness Standards in Language Curriculum, Instruction, and Assessment June 29 July 1, 2017 University of Southern California Los Angeles, CA Sponsored by The Korea Foundation Co-sponsored by Korean Language Education & Research Center (KLEAR) East Asian Studies Center, University of Southern California Korean Studies Institute, University of Southern California The School of Korean, Middlebury College


3 Keynote Speaker Tatiana Akishina University of Southern California Plenary Speakers Mary Ann Lyman-Hager Olga Kagan San Diego State University University of California, Los Angeles Program Chair Mina Lee Defense Language Institute Foreign Language Center Local Chair Hee Ju University of Southern California Reviewers of the 22nd AATK Annual Meeting Andrew Byon SUNY, University at Albany Young-mee Yu Cho Rutgers University Haewon Cho University of Pennsylvania Bumyong Choi Emory University Jaesu Choi Indiana University Jong Oh Eun Defense Language Institute Jeeyoung Ha University of Illinois at Urbana Champaign Hee Ju University of Southern California Sahie Kang Middlebury College Hae-Young Kim Duke University Heesun Kim Stanford University Mary Shin Kim University of Hawaii at Manoa Mi-Hyun Kim University of Pittsburgh Minju Kim Claremont McKenna College Kyungrok Ko Hyunjoo Kwon Eunice Lee Hyo Sang Lee Mina Lee Byung-Joon Lim Angela Lee-Smith Chan Young Park Danielle Pyun Joowon Suh Ebru Turker Hye-Sook Wang Kyung-Eun Yoon University of Toronto New York University California Pacific Charter School Indiana University Defense Language Institute Defense Language Institute Yale University University of Massachusetts Amherst Ohio State University Princeton University Ariznoa State University Brown University University of Maryland, Baltimore County Special thanks to Professor Ho-min Sohn for generous KLEAR contribution


5 JUNE 29-JULY 1, 2017 PROFESSIONAL DEVELOPMENT WORKSHOP Thursday, June 29 Friday morning, June 30 * Language of Presentation: (K)-Korean (E)-English ** Conference Rooms: THH301 (main)/ THH208/ THH210/ THH212 PROFESSIONAL DEVELOPMENT WORKSHOP Thursday, June 29, :00 9:00 R E G I S T R A T I O N 9:00 9:30 OPENING CEREMONY THH301** Welcoming Remarks 9:30 10:45 Sahie Kang President, AATK Keycheol Ki Chul Lee Consul General, Consulate General of the Republic of Korea in Los Angeles, CA David Kang Director, USC Korean Studies Institute & Center for International Studies (*Video), USC Plenary Address 1 (E)* - THH301 Looking into the Future: A Model of Heritage Language Education Olga Kagan University of California, Los Angeles 10:45 11:00 11:00 12:30 Workshop Panel #1 (K) - THH208 Chair: Mijeong Mimi Kim Washington University in St. Louis Break Workshop Panel #2 (K) - THH210 Chair: Danielle Pyun Ohio State University Revitalizing Communities of the 5C s: Community-based Language Learning Projects (K) Importance of teaching Response Tokens to KFL students Angela Lee-Smith Yale University Joowon Suh Princeton University Bumyong Choi Emory University Hyo Sang Lee Indiana University Sang-Seok Yoon University of Iowa Kyung-Eun Yoon UMBC 12:30 2:00 Lunch 1

6 JUNE 29-JULY 1, 2017 Thursday, June 29, 2017 PROFESSIONAL DEVELOPMENT WORKSHOP 2:00 3:30 Workshop Panel #3 (K) THH208 Workshop Panel #4 (K) THH210 Chair: Dongsoo Bang University of North Carolina at Chapel Hill 한국어프로그램에서역사문화를어떻게 가르칠것인가? - 역사와문화내용을접목한 21 세기형학습능력배양을위한프로그램구성 제안 Hei Sook Yoo Georgetown University/King Sejong Institute in D.C. Sunmi Yoon Detroit Saejong School Keum-Sook Yang King Sejong Institute in D.C. Chair: Kyung-Eun Yoon UMBC Riding the Korean Wave: Incorporating Popular Culture in KFL Classrooms Kyoungrok Ko University of Toronto Yujeong Choi University of Toronto Na-Young Ryu University of Toronto Jihae Chun University of Toronto 3:30 3:45 Break Teaching Materials Demonstration 1 THH208 Chair: Insung Ko Washington University in St. Louis 3:45 5:00 #1 Synergetic Interdependence between Korean Learning and Geographic Contexts via Mobile Technology (K) Changyu Hong KyungAh Yoon Portland State University Teaching Materials Demonstration 2 THH210 Chair: Yookyung Lee Boise State University #4 Promoting Intercultural Competence through Engaging Communitycentered Project-Based Learning (K) Ihnhee Kim Northwestern University Hyunjung Ahn USC Teaching Materials Demonstration 3 THH212 Chair: Hae-Young Kim Duke University #7 Beyond the Classroom: Integrated Coursework Design with CALL and MALL in Third-year Korean (K) Jaemin Roh Boston University Taewoong Kim The University of Oklahoma #2 Integration: listening, speaking, and pronunciation using the online program Edpuzzle (K) Sooyeon Lee UW-Milwaukee #5 Building Intercultural Competence through TV Dramas, Movies, and Webtoons (K) Si Yen Lee DLIFLC #8 Enhanced first semester Korean course design with Padlet and Shadow Puppet (K) Jaemin Roh, Junga Yoo Boston University 2

7 JUNE 29-JULY 1, 2017 #3 한국어교육에서의 21 세기 핵심역량강화를위한 온라인교육용어플리케이션 활용방안 (K) Kyungmi Jang, Seyoung An Rainbow international school 15-minute breakout session for Q/A and follow-up discussion #6 A curriculum development of Business Korean for the advanced learners: Benefit and challenge (K) Hyunae Yun Emory University 15-minute breakout session for Q/A and follow-up discussion #9 Blended Learning Language Classroom for Beginner-Level Heritage Learners ( 한국어계승어 초급학습자를위한혼합형 학습모델 ) (K) Yuseon Yun, Eunjung Ji Princeton University 15-minute breakout session for Q/A and follow-up discussion 5:00 5:05 Short Break Teaching Materials Demonstration 4 THH208 Chair: Mihyun Kim University of Pittsburgh 5:05 6:00 #10 Using Folktales to Engage Heritage Students in a Language Classroom (K) Jee In Kim DLIFLC Teaching Materials Demonstration 5 THH210 Chair: Sooyeon Lee Univ. of Wisconsin-Milwaukee #12 Meaningful Connection between Classroom Teaching and Assessment: What it takes to implement Standards-based Integrated Performance Assessment (K) Jeeyoung Ha University of Illinois at Urbana- Champaign Teaching Materials Demonstration 6 THH212 Chair: Eunyoung Kim Duke University #14 교과서코퍼스기반한국어학습 보조자료 (K) Jae-Woong Choe Korea University Hye-Sook Kim Konyang University #11 Using book trailer for enhancing comprehension of Korean books (K) Yujeong Choi Kyoungrok Ko University of Toronto #13 Web-based Formative Assessment in Reading and Listening: The Online Diagnostic Assessment (ODA) System (K) Sun-Kwang Bae DLIFLC #15 Differentiated Instruction: Building Bridges between Learners and Learning (K) Jaeduck Park DLIFLC 15-minute breakout session for Q/A and follow-up discussion 15-minute breakout session for Q/A and follow-up discussion 15-minute breakout session for Q/A and follow-up discussion 3

8 JUNE 29-JULY 1, 2017 PROFESSIONAL DEVELOPMENT WORKSHOP Friday, June 30, :00 Workshop Panel #5 (K) 10:30 THH208 Chair: Eunyeul Yeum Cheongju National University of Education Workshop Panel #6 (K) THH210 Chair: Hyo Sang Lee Indiana University Workshop Panel #7 (E) THH212 Chair: Yonghun Lee DLIFLC 한국문학과문화, 역사를 활용한 K~12 프로젝트수업 - 시인윤동주의삶과문학으로 배우는한국어 Chanmee P. Jung Sidney Sawyer Elementary School/King Sejong Institute of Chicago Kyoung Eun Moon Rutgers University Seongmi Kim Lindbergh Elementary School Planning and designing online Korean courses: Cases from five universities in North America Sangbok Kim University of Colorado at Boulder Haewon Cho University of Pennsylvania Bumyong Choi Emory University Ahrong Lee York University Danielle Pyun Ohio State University Maximizing the 5C s CONNECATION: Integrating Korean Studies into Korean Program & Curriculum Hi-Sun Kim Hee Young Ahn Heeyeong Jung Joungmok Lee Harvard University 10:30 10:45 Break 10:45 12:00 Plenary Address 2 (E) THH301 No Language Left Behind - Some Assembly Required Mary Ann Lyman-Hager San Diego State University 12:00 1:30 Lunch 4

9 JUNE 29-JULY 1, 2017 ANNUAL CONFERENCE Friday afternoon, June 30, 2017 Saturday, July 1, 2017 ANNUAL CONFERENCE Friday, June 30, :30 1:50 Opening Ceremony THH301 Welcoming Remarks: Mina Lee Program Chair, 22nd AATK Annual Meeting Hee Ju Local Chair, 22nd AATK Annual Meeting Kenneth Klein Head, East Asian Library, USC 1:50 2:25 Special Presentation (K) THH301 한국어학습자구어말뭉치의대화행위주석을위한연구 - 한국인과한국어학습자의대화행위주석을중심으로 - Dong-Eun Lee Kookmin University President of International Association of Korean Language Education 2:25 2:30 Short Break Session 1A THH208 Staff & Curriculum Development Session 1B THH210 Lexical & Syntactic Development Session 1C THH212 Discourse Strategies & Discourse Coherence Chair: Andrew Byon SUNY, Univ. of Albany Chair: Sang Hwan Seong Seoul National University Chair: Ji-Young Jung University of Pennsylvania 2:30-3:00 #1 교수일지를활용한교사교육 방안연구 (K) #4 L2 한국어학습자의언어 산출에나타난어휘다양성 발달연구 (K) #7 Discourse strategies for requesting information in Korean and English: Linguistic and cultural differences and its teaching implication (K) Eun Kyu Choi Seoul National University Juyeon Nam, Youngjoo Kim, Yanghee Kim Kyung Hee University Hannah Yoon Stanford University 3:00-3:30 #2 Applying Backward Design for a "Modular Professional Korean" Curriculum (K) #5 Regularities and variation on syntactic development of L2 learners of Korean (K) #8 Conjunctions of the opposite relation: Contrastive and concessive use of -ciman and ato (K) Young-mee Yu Cho, Hee Chung Chun Rutgers University Juno Baik Brigham Young Univ. Youngjoo Kim, Sun Jin Lee, Jin Hee Oh Kyung Hee University Hyunjung An University of Hawaii 5

10 JUNE 29-JULY 1, :30-4:00 #3 (continued) Session 1A THH208 외국인을위한한국어번역 교육과정설계기초연구 (K) (continued) Session 1B THH210 #6 Korean Comparative Adverbial Postpositional Particles, chelem, kathi, and mankhum: Focused on Collocational Analysis and Semantic Prosody (E) (continued) Session 1C THH212 #9 Discourse Coherence and Task Completeness in Korean OPI s As Demonstrated by the Intermediate and Advanced Learners (K) Jong Myung Hong Hankuk University of Foreign Studies Inho Jung University of Hawaii Sumi Chang Mary Shin Kim University of Hawaii at Manoa 4:00-4:15 Break Session 2A THH208 Needs Analysis: Learners and Teachers Session 2B THH210 Developing Listening Competence Session 2C THH212 Corpus-based Analysis 4:15-4:45 Chair: Sang-Seok Yoon University of Iowa #10 재미동포학습자의통사 복잡성관련문법항목사용 양상 (K) Chair: Sunny B. Jung UC Santa Barbara #13 The importance of L2 learners auditory knowledge of Sino-Korean vocabulary in KFL listening comprehension (K) Chair: Mee-Jeong Park University of Hawaii at Manoa #16 A corpus-based analysis of the Korean adverb tto in spoken discourse and contemporary Korean language textbooks (K) Hyunah Kim University of Toronto Sang Young Jeong Sunhyun Song DLIFLC Jee Lee University of Hawaii at Manoa 4:45-5:15 #11 단기체류한국어학습자대상한국문화교육내용선정을위한요구조사분석 (K) #14 Perception of Korean stops and affricates by Mandarin learners of Korean: The role of the Korean language proficiency (K) #17 Pairedness of ~(u)l swu iss~ and ~(u)l swu eps~ in Korean Corpora and their Implications (E) Jung Sup Kim Kyung Hee University Na-Young Ryu University of Toronto Boo Kyung Jung University of Hawaii 6

11 JUNE 29-JULY 1, 2017 (continued) Session 2A THH208 (continued) Session 2B THH210 (continued) Session 2C THH212 5:15-5:45 #12 한국어교사개발을위한교사 인지연구 - 외국어인지를 중심으로 - (K) #15 The relationship between KFL learners auditory vocabulary knowledge and their listening comprehension (K) #18 The uses of the Korean aspect marker ko iss- and its pedagogical implications (K) Jeongmin Ahn, Jae Wook Kim Hankuk University of Foreign Studies Sunghyun Song DLIFLC ANNUAL CONFERENCE Jiyoung Kim Indiana University, Bloomington Saturday, July 1, 2017 Session 3A THH208 Teaching Grammar Session 3B THH210 Assessment Session 3C THH212 Discourse Strategies In Conversation Chair: Ok-Sook Park Michigan State University Chair: Ho Jung Choi Princeton University Chair: Andrew Byon SUNY, University of Albany 9:00 9:30 #19 Teaching Approaches to the Formulaic Language in L2 Korean (E) #22 한국어능력시험말하기평가 개발을위한연구 (K) #25 Recognizing the discrete functions of two imperative forms of requesting in Korean conversations: Characteristics and pedagogical implications (E) Ebru Turker Arizona State University Minjin Won Yonsei University Hyunjung Kim Sogang University Mi-Ok Kim Yonsei University Mary Shin Kim University of Hawaii at Manoa Stephanie Kim California State University, Northridge 9:30 10:00 #20 좋다 좋아하다 의미차이 분석을통한감정형용사와 감정동사의교수법제시 (K) #23 Issues in Korean language placement testing (K) #26 A Comparative Analysis of KFL learners use of connectives (E) Hee Jin Lee University of Hawaii at Manoa Kyae-Sung Park University of Oregon Hye Young Smith University of Hawaii at Manoa Dong-Kwan Kong University of Hawaii at Manoa Dongmin Kim New York University 7

12 JUNE 29-JULY 1, 2017 (continued) Session 3A THH208 (continued) Session 3B THH210 (continued) Session 3C THH212 10:00 10:30 #21 물은셀프, 반찬은공짜 : Incorporating Zero Copula Sentences in 은 / 는 and 이 / 가 Instruction (K) #24 Oral proficiency & phonological competence in SLA: heritage speakers vs. L2 learners (K) #27 The Interactional Functions of the Sentence-ending Suffixes -Ney and -Ci in Korean Conversation and the Pedagogical Implications (E) Mee-Jeong Park University of Hawaii at Manoa Sun-Young Lee Cyber Hankuk University of Foreign Studies Haegwon Jeong Hankuk University of Foreign Studies Kyoungmi Ha University of California Los Angeles 10:30 10:45 Break ANNUAL CONFERENCE Saturday, July 1, 2017 Keynote Address (E) THH301 10:45 12:00 Strategies for Teaching Global Competence in 21century Foreign Language Instruction Tatiana Akishina University of Southern California 12:00 1:30 Lunch 1:30 2:45 AATK Business Meeting THH301 Board Member ( ) Election Future Conference Sites ( ) 2:45-3:00 Break 8

13 JUNE 29-JULY 1, 2017 Session 4A THH208 Teaching Speaking & Writing in Context Session 4B THH210 Language Learning Strategies Session 4C THH212 Phonetics and Phonology 3:00 3:30 3:30 4:00 Chair: Sumi Chang University of Hawaii at Manoa #28 KFL Learners Intercultural Communication with Peers in Different Contexts: Telecommunication with Tandem partners in home country and abroad (K) Inhye Lee University of Minnesota #29 학술적글쓰기교육 : 저자 입지 (authorial stance) 의 탐색과표명 (K) Chair: Ho Jung Choi Princeton University #31 Language Learners as Citizen Sociolinguists : Development of Critical Thinking Abilities Using Participatory Media (E) Ji-Young Jung, Eunji Lee University of Pennsylvania #32 Language Learning Stories of Advanced Learners of Korean (E) Chair: Eun-Hee Koo Adroit College #34 Acquisition of Korean second language (L2) prosody and phonology: what makes L2 speakers talk sound foreign? (E) Hee Ju Lee University of California, Los Angeles #35 Visualized acoustic information of speech sounds for teaching pronunciation of L2 Korean (K) Hae-Young Kim Jinyoung Seo Duke University Hyunsoo Hur DLIFLC Insung Ko Washington University in St. Louis 4:00 4:30 #30 How do L1 writers in academic writing in Korean construct their authorial stance and engage with readers? (K) #33 대학생한국어학습자의학습전략분석과효과적인수업방안모색 (K) #36 The Pragmatic Functions of the Quotative Partice -ko as Sentence Ending Suffix and Its Boundary Tones (E) Seunghye Yu University of Hawaii Inhee Kim Northwestern University Yurim Lee Kyung Hee University Seunggon Jeong University of California, Los Angeles 6:00-8:00 Dinner at YongGung 9

14 SATURDAY, JULY 1 KEYNOTE ADDRESS "Strategies for Teaching Global Competence in 21century Foreign Language Instruction" Tatiana Akishina University of Southern California Saturday, July 1, 10:45 a.m. THH301 The world is rapidly shifting towards globalization, with growing global corporations and developing new technologies that drastically change job requirements. The need for specialists with global competence, who speak languages and are proficient in professional intercultural communication is growing. These requirements change students needs in foreign language learning and require reshaping language programs towards more pragmatic courses. Among others, two strategies in language program development are timely and important: attention to teaching intercultural communication and new approaches to teaching professional speech. Discussing these strategies, the presentation explores new approaches to teaching professional communication that change traditional philosophy in the methodology of teaching languages. These approaches involve gradual teaching professional communication starting at very early stages of learning languages. A system of additional materials and courses designed to teach communication in professional settings are more pragmatic and time-efficient than traditional programs. The presentation gives a short description of existing approaches to incorporating intercultural communication in language programs and discusses possible perspectives and ways intercultural communication can be taught at language lessons: content courses; a multi-course system of language training connected to developmental models of intercultural proficiency; courses of language for profession comprising relevant intercultural communication; courses for heritage speakers. The author argues that one of the essential goals in creating a global specialist is the development of intercultural sensitivity and skills and that language instructors are at the forefront of teaching them. Tatiana Akishina (Ph.D., Pushkin Institute of Russian Language, Moscow, Russia) is Professor (Teaching) of Russian, Department of Slavic Languages and Literatures, University of Southern California. Professor Akishina is a specialist in applied linguistics and second language acquisition. Having published more than 20 textbooks, she is the author of the first in US language textbook for Russian heritage speakers and 3 textbooks on business Russian. Prof. Akishina wrote a number of articles and spoke at numerous international conferences on teaching intercultural communication in language classrooms. She has been successfully teaching the course of intercultural communication in USC Russian Language Program for the past 10 years. 10

15 JUNE 29-JULY 1, 2017 PLENARY ADDRESS Looking into the Future: A Model of Heritage Language Education Olga Kagan University of California, Los Angles Thursday, June 30, 2017, 9:30 a.m. THH301 My presentation will focus on heritage language education in the United States. I will argue for a need to institutionalize heritage language programs, i.e., to make them long term and viable, as well as dependent on steady funding. To support my argument, I will discuss the results of a national survey of heritage language learners. The survey results combined with the data from several recent research projects will serve as a foundation for three proposals I will make. I will propose that language education of both heritage and non-heritage learners would improve if the school systems offered the languages of local communities for both heritage and foreign language learners. I will also suggest that language programs should set the goals of teaching heritage languages to high levels of proficiency, i.e., use proficiency standards when assessing both student achievement and program effectiveness. And finally, I will argue for making teacher preparation for HL instructors an integral part of language teacher training. Olga Kagan (Ph.D., Pushkin Russian Language Institute, Moscow, Russia) is Professor in the UCLA Department of Slavic, East European and Eurasian Languages and Cultures, director of the Title VI National Heritage Language Resource Center and the Center for World languages, UCLA. Her main research interests are in the field of applied linguistics and include language loss and maintenance by heritage language learners. She is the co-author of twelve textbooks, both for heritage speakers of Russian and learners of Russian as a foreign language. She is co-editor of Teaching and Learning of Slavic Languages and Cultures (Slavica Publishers, IN 2000) that received an award for the Best Contribution to Pedagogy from the American Association of Teachers of Slavic and East European Languages (AATSEEL). She has also co-edited two volumes of papers on heritage language education: Heritage language Education: A New Field Emerging (Routledge, 2008) and The Routledge Handbook of Heritage Language Education: From Innovation to Program Building (2017). Kagan is the founding editor of the Heritage Language Journal. Since 2009, Professor Kagan has been conducting research on Russian heritage language learners in Israel, which is home to a very large Russian-speaking immigrant population. She is the co-author of Russkij bez granic (Russian Without Borders I and II) (2009 and 2011, Zlatoust Publishers, St. Petersburg, Russia). In 2015, she received an Award for Distinguished Service to the Profession from the Modern Language Association (MLA). 11

16 FRIDAY, JUNE 30, 2017 PLENARY ADDRESS No Language Left Behind However, Some Assembly IS Required Mary Ann Lyman-Hager San Diergo State University Friday, June 30, 2017, 10:45a.m. THH301 This talk will examine the criticality of the alignment of rhetoric and action at the local, regional, and national level in support of multilingualism in America. It will examine successful, purposedriven actions to foster a high level language-capable society. Many studies have reinforced the need for language and culture instruction in America. Most recently a report was commissioned be a bipartisan request from four members of the Senate and four members of the House. The first part of this talk focuses on the findings of the Commission s report. The second will feature some programs across the country that are making strides towards realizing the vision of a multilingual America. Finally, I will highlight some practical tools for teachers (assessment-and curriculum-related) that have helped teachers create sharable, standardsdriven resources for all languages, with a focus on Korean. Mary Ann Lyman-Hager (Ph.D., University of Idaho) is Director of the Language Acquisition Resource Center at San Diego State University and Professor of French in the Department of European Studies. She is Principal Investigator on a number of federally funded grants and contracts, including STARTALK, Project- GO, the Language Training Center Program, and SAILN (California World Language Project). She is recipient of the Most Influential Faculty Award in European Studies at San Diego State (2015), a San Diego State University Distinguished Faculty Monty Award (2016), and the Hal Wingard Lifetime Achievement Award (2017) from the California Language Teachers Association. 2

17 FRIDAY, JUNE 30 SPECIAL PRESENTATION 한국어학습자구어말뭉치의대화행위주석을위한연구 - 한국인과한국어학습자의대화행위주석을중심으로 - A Research for Glossing the Dialogue Act of Korean Language Learner s Spoken Language Corpus: Focusing on Glossing of Korean Natives and Foreigners Dialogue Act Dong-Eun Lee Kookmin University Friday, June 30, 1:50 p.m. THH301 이연구는한국어학습자구어말뭉치에적용하기위한담화차원의대화행위주석체계에대해논의하는것을목적으로한다. 이동은 (2016) 에서는대화행위주석에대한연구사적논의를통해한국어에적용할실험적대화행위주석체계를수립하였고, 이동은 김지애 (2016) 에서는한국어구어말뭉치를위한대화행위주석체계를수정, 보완하여한국어모어화자간의일상대화말뭉치를대상으로모의주석을실시, 검증해봄으로써대량의말뭉치연구에담화차원에서의주석을구현할가능성을시사한바있다. 본고는이에대한후속연구로서, 한국어교육을위한학습자구어말뭉치의활용을위해서도담화차원의대화행위주석이현실화되는것이필요하며, 이를위해앞연구에서제시하였던주석체계가학습자말뭉치에도역시적용가능할것인지를살펴보고자한다. Dong-Eun Lee (Ph.D., Seoul National University) is Associate Professor in the Department of Korean Language & Literature, Vice President for International Affairs at Kookmin University. Her teaching and research areas are Korean as a foreign/ second Language, discourse analysis, learner corpus, second language pragmatics, teaching speaking, sociolinguistics, and applied Korean linguistics. Her numerous publications include A Discussion of Glossing and Transcription in Korean Oral Discourse (2016) in Eoneohag, Sejong Korean 7, 8 (2013) published by The National Academy of Korean Language. She has presented in many parts of the world including USA, Mexico and Europe and Asian countries as an invited speaker. Her recent interest is in developing a Glossing System for Korean Learners Oral Corpus. Currently, she is President of The International Association for Korean Language Education (IAKLE), Trustee of Hangul Hakhoe, and committee member of Korean Language Policy Committee of Ministry of Culture, Sports and Tourism of Korea (MCST) and Associate Editor, Eoneohag, Journal of the Linguistic Society of Korea. 13

18 THURSDAY, JUNE 29 PROFESSIONAL DEVELOPMENT WORKSHOP 1 Revitalizing Communities of the 5C s: Community-based Language Learning Projects Angela Lee-Smith Yale University Joonwon Suh Princeton University Bumyong Choi Emory University This workshop offers ways that Korean programs in K-12 and higher education can develop connections between community engagement and language instruction. Compared to the other 4 C s-communication, Culture, Comparisons, and Connections -, Communities appears to be significantly underutilized, perhaps in particular in the field of language teaching and learning (ACTFL, 2011; Cutshall, 2012; Magnan et al., 2012; Bell, 2014). The presenters will showcase *three different types of collaborative community-based projects, which have successfully been incorporated into the existing language curriculum of the three college-level Korean programs and discuss the outcomes of the projects and their pedagogical implications. Specific attention will be given to the mechanics of designing such community-based student-driven projects and incorporating them into an ongoing language curriculum. Participants will a) gain insight into different ways community-based projects can be implemented, b) discuss the outcomes of the projects and their pedagogical implications, and c) design/plan a communitybased project for their own language curriculum through step-by-step guidelines and modules provided by presenters. *(1) Type 1: Telecommunication The Senior and Youths (SAY) is a community-based language learning project, which enables learners of Korean to practice conversational Korean with Korean seniors through weekly one-on-one Skype calls. SAY not only enhances learners fluency and cultural competence but also allows participants to engage in enriching conversations by connecting people across cultural and generational divides. *(2) Type 2: Campus Community The Student-run Campus Tour in Korean is structured as a collaborative effort between the language class and the University community-visitor Center- to create a written brochure and guide for a campus tour in the target language. Each student in the course chose one of the most important or unique features of the campus and wrote an informative text about it. Finally, the students in the course presented this brochure and tour guide to potential incoming students and their families who visited the campus during late spring. *(3) Type 3: Local Community Linguistic Landscape Project in University Korean Language Class is designed to help students explore the usage of Korean in their local suburban areas where about 30 percent of residents are Koreans, and the city has fully embraced by this growing community. Participants analyzed the complexity of linguistic landscape in this context, produced the digital storytelling with their analysis and shared their ideas with other students on Google Maps. Step-by-step Workshop Procedure is stated in the following section: 1. Opening (5mins) 2. Introduction of the Projects (30mins) (1) Type 1: Telecommunication (2) Type 2: Campus Community (3) Type 3: Local Community 3. Discussion I (10mins) Strengths/effects and issues/challenges of each type of community-based project 4. Group Work (25mins) (1) The participants will work on a given worksheet that contains a set of checklist to help them determine what type of community-based activity or project they are interested in implementing and designing. (2) Based on the results of the checklist, the participants will be divided into three groups and engage in a) discussion about what constitutes "community" within the framework of LCTL K-12/ higher education; b) guided showcases of different models for communitybased learning projects; and c) sharing their specific situations and advice on how to develop concrete pedagogical project modules for their language classes. 5. Discussion II (10mins) Each group will briefly present their ideas of a community-based language learning project that they plan to or wish to design and implement. 6. Wrap-up (5mins) 2 Importance of teaching Response Tokens to KFL students Hyosang Lee Indiana University Sang-Seok Yoon University of Iowa Kyung-Eun Yoon UMBC Response Tokens (RTs) are brief responses used for listener activities in talk which show the equal status of listeners as co-participants in conversations (Gardner, 2001). This workshop introduces the importance of teaching RTs in Korean classes and discusses how to teach KFL learners RTs and thereby enable them to speak more naturally and appropriately in Korean. Studies on interlanguage pragmatics advocate the 14

19 THURSDAY, JUNE 29 benefit of explicit teaching of pragmatics (Bardovi- Harlig, 2014) and uses of linguistic forms in talk-ininteraction (Yoon, 2007), but little research has been done accessing KFL students pragmatic or interactional ability, or seeking effective methods of teaching pragmatics. In fact, whereas communicative competence has been emphasized in KFL classes, our pedagogy has not been effective on developing students interactional competence. Yoon (2007), for example, shows that compared to the native speaker s dialogue, those of learners of Korean noticeably lack in negotiation of conversational exchange, an important aspect of interactional competence. Young & Lee (2004) argue that Korean RTs are often elicited by the current speaker and the listener is obligated to provide them. This implies that Korean RTs are essential elements in conversation. However, RTs have been given little focus in KFL classrooms, and textbook conversations hardly contain various RTs: therefore students do not have a chance to be exposed to the use of RTs. Consequently, learners cannot utilize RTs or their uses of RTs are very limited if at all, as demonstrated by Lee (2016). In this workshop, we suggest that teaching RTs helps our students to communicate more naturally and appropriately. Yoon and Jeong (2015) suggest using authentic video materials for enhancing students recognition and production of RTs, and we will further seek and share effective methods of teaching and learning RTs. First, we will present some important forms and functions of RTs in Korean. Prior research on RTs in Korean paid little attention to the sequential environments in which RTs occur or the specific functions which can be distinguished based on the particular environments. Hence, our workshop will attempt to help the Korean educators better understand the importance of RTs by presenting the forms and functions of RTs we analyzed in more detail. Among the numerous functions, we will focus on RTs used to display affiliative listener stance since they can be the most beneficial for the learners to be cooperative conversation participants. Those functions are continuers, acknowledgments, change-of-state tokens, newsmarkers, assessments, and agreements. In the next step of our workshop, the participants will be asked to create conversations on a given task. Then, the participants will be provided sample transcripts of our students conversations and will be asked to analyze and compare their uses of RTs with those of KFL learners. The participants will also be asked to modify our textbook conversations using more RTs to make them more interactive and authentic. Finally, we will demonstrate sample tasks through which the use of RTs can be practiced in KFL classroom instruction. 3 한국어프로그램에서역사문화를 어떻게가르칠것인가? - 역사와문화내용을 접목한 21 세기형학습능력배양을위한 프로그램구성제안 Hei Sook Yoo Georgetown University Sunmi Yoon Detroit Saejong School Keum Sook Yang King Sejong Institute/Korean Cultural Center in DC 본 워크숍에서는 미국에서 운영되고 있는 여러 한국어 문화 역사 관련 프로그램들을 통해 % 프로그램들이 제공하고 있는 한국어 및 한국 문화 % 역사 수업에 대한 내용과 운영 방법을 소개하고 그 내용을 공유하여 % 세기에 맞는 글로벌 학습 능력을 갖춰야 할 학습자들을 위해 한국어 능력뿐만 아니라 역사 문화 능력을 함께 배양할 수 있는 프로그램 구성과 발전 방향을 제시해 보고자 한다 ' 특히 % 이번 워크숍에서는 디트로이트 세종학교에서 여름 캠프의 일환으로 실시한 청소년 역사 문화 캠프의 프로그램 내용과 운영 사례를 소개하고 % 그와 더불어 워싱턴 디씨의 세종학당의 성인 대상 초급과 중 % 고급 한국어 문화 수업 내용에 대해 비교하면서 앞으로 한국어 프로그램에서 역사와 문화 내용을 어떻게 접목해 나아갈 지에 대한 방향을 모색해 보고자 한다 ' 먼저 워크숍 전반부에서는 디트로이트 세종학교 역사 문화 캠프 프로그램의 커리큘럼과 운영 사례들을 보고하고 실제 현장에서 일어나는 구체적인 수업 단계별 모형을 제시할 것이다 ' 프로그램의 전체 커리큘럼은 역사적 주제와 시대 상에 맞는 문화 활동이 주를 이루며 각각의 활동들이 현재까지 이어 오는 전통 문화와 현대 문화를 조화롭게 체험하는 내용으로 구성되어 있는데 활용 자료 등을 통해 수업 사례를 제시할 것이다 ' 프로그램 내용은 한국 역사의 큰 흐름을 따라 각 시대를 아우르는 중요한 인물이나 사건을 주제로 다루어 진행되었고 % 선택한 주제에 대한 강의와 그에 따른 활동 % 그리고 학생들의 프로젝트 수행을 위해 탐구하고 준비 발표를 위한 부분으로 구성된다 ' 또한 워싱턴 디씨의 세종학당에서 실시되고 있는 성인 대상 초급 % 중 % 고급 한국어 문화 수업에서의 문화 역사 수업의 사례를 수준별로 함께 비교하여 제시할 것이다 ' 특히 이 프로그램들은 한국어 교수뿐만 아니라 한국 문화와 역사에 대한 포괄적인 내용을 한국어 교수 항목과 연계하여 운영되고 있는데 이에 대해 소개하고 앞에 소개한 프로그램과 비교하여 상이점과 차이점 등을 파악하도록 할 것이다 ' 워크숍 중반부에서는 워크숍 참가자들을 대상으로 일정한 모둠으로 나누어 - 그룹으로 예상 한국 역사 문화와 관련된 두 가지의 과제를 부여하여 수행하게 할 것이다 ' 두 가지 과제는 크게 역사와 문화를 중심으로 한 대표적인 한국 역사 인물과 문화 항목을 주제로 /) 분 분량의 차시 분 수업을 구성해 보는 것이다 ' 주어진 15

20 FRIDAY, JUNE 30 과제의 기준과 가이드 라인에 따라 각 모둠별로 자유롭게 과제를 수행하고 그 결과물을 서로 비교 발표할 수 있도록 할 것이다 ' 워크숍 마지막 부분에서는 각 모둠의 과제 수행 과정과 발표를 통해 도출된 결과나 질의 사항 등을 취합하여 프로그램 커리큘럼 구성과 실제 수업에서의 적용 % 확장 가능성 % 교육적 효과와 프로그램 운영의 효율성 등의 여러 논의들을 서로 교환해 봄으로써 세기가 지향하는 글로벌한 학습 능력을 갖춘 학습자들을 배양할 수 있는 프로그램의 구성과 발전 방향을 제안해 보고자 한다 ' 위와 같은 과정을 통해 본 워크숍은 향후 한국어 수업 프로그램 구성에서 역사와 문화의 내용을 어디까지 포함하고 수용해 나아갈 것인지를 논의하고 % 또한 학습자들의 글로벌 역량 강화와 지역사회 기여를 위한 프로그램의 커리큘럼 내용을 구성하는 데 있어서의 방향성을 탐색해 보고자 한다 ' 4 Riding the Korean Wave: Incorporating Popular Culture in KFL Classrooms Kyoungrok Ko, Yujeong Choi, Na-Young Ryu, Jihae Chun University of Toronto Pervasive consumption of popular culture by students has drawn significant attention in many instructional settings. Many language educators and researchers have paid special attention to the facilitative role of popular culture in language learning (Banda, 2003; Bueno, 2009; Fukunaga, 2006; Kirby, 1976; Larson & March, 2005). Most educators in the field of Korean as a Foreign Language (KFL) also agree that proliferation of Korean pop culture (a.k.a. Hallyu) since the 1990s has motivated many young people worldwide to learn the Korean language. Thus many in-service KFL teachers try to integrate popular culture into their pedagogy and curriculum to motivate language learners. However, as some language educators point out, popular culture is not always educational or efficient for classroom learning (Harklau & Zuengler, 2004), and a few teachers choose to avoid using pop culture due to lack of knowledge either technologically or pedagogically. In the workshop we will address the issues related to using Korean popular culture in language classroom and share some activities that have efficiently integrated popular culture into the classroom. Then, the entire audience will have a chance to create and share their own activities. The audience hands-on activity will be followed by a discussion on effective use of popular culture in Korean language classroom and how to resolve possible issues. The following are the details of the session with time allocation: 1. Introduction & Sharing Survey Findings (15 min.) The first presenter introduces literature on popular culture and language learning and shares his research findings on KFL/KSL teacher perceptions on using popular culture in classroom settings. The research findings include how much, what kind, and in what ways KFL/KSL teachers utilize popular culture in their classroom, and also barriers they often face when using popular culture. 2. Demonstration of Successful Activities (40 min.) The second presenter introduces a few classroom activities that utilized Korean film and TV commercials. The third presenter introduces K-pop and K-drama activities that lead learners to engage in learning vocabulary, phrases, pronunciation, as well as grammar effectively. The fourth presenter, the librarian of an institute, demonstrates how she utilizes the most popular Korean reality show as designated by students, Running Man, to orient incoming students to the library and campus while entertaining, engaging, and educating them in Korean modern culture and history. 3. Audience Participation in Sharing Ideas (20 min.) The audience, in small groups divided based on the four skills of language learning, is encouraged to discuss and share their own successful classroom actives following the guidelines (handout). The teachers also discuss how they perceive using popular culture in their classrooms including advantages and difficulties. 4. Discussion (15 min.) The first presenter leads the discussion with entire audience on how KFL teachers can resolve the difficulties and integrate popular culture into the classroom successfully. The workshop wraps up with the introduction of some useful online learning resources that utilize Korean pop culture. 5 한국문학과문화, 역사를활용한 K~12 프로젝트수업 - 시인윤동주의삶과 문학으로배우는한국어 Chanmee P. Jung Sidney Sawyer Elementary School/King Sejong Institute of Chicago Kyoung Eun Moon Rutgers University Seongmi Kim Lindbergh Elementary School 글로벌 시대 언어교육의 목표인 문화 상호간 의사소통 Oa a M O a OM 능력의 배양은 한국어 수업이 보다 실재적이고 융합된 지식의 구축을 위한 수업으로 진화할 것을 요구하고 있다 ' 이러한 요구에 부응하기 위해 교사는 다양한 형태의 수업을 기획하고 개발한다 ' 이 워크숍에서 소개할 " 문학 % 문화 그리고 역사를 활용한 한국어 수업 " 은 융합된 지식을 구축하고 문학과 역사가 포함된 문화 대한 이해가 바탕이 되는 한국어 구사능력을 기르기 위한 시도이다 ' 발표자는 워크숍에서 교사들과 한국어 수업에서 활용할 수 있는 문학작품 문화와 역사를 내포하고 있는 통합적 구성체 을 중심으로 문학과 문화 % 그리고 역사를 활용한 수업에 16

21 THURSDAY, JUNE 29 유용한 자료를 검토하고 학습자가 주도하는 프로젝트 기반 학습 방법 F:B3 F V O :M_ P B M S 에 의지하여 이와 관련한 다양한 학습 활동을 개발해보고자 한다 ' 발표자가 문학과 문화 % 그리고 역사를 활용한 수업의 예로 들고자 하는 " 윤동주 프로젝트 " 는 한인 커뮤니티에서 열리는 윤동주 기념 음악회에 참여한다는 프로젝트로 시작하였다 ' 이를 위해 수업은 윤동주 시 읽기와 시화전% 낭송대회 등의 독후 활동으로 이루어졌고 이후 개봉된 영화 5동주7로 윤동주 삶과 문학적 배경에 대한 탐구로 발전하였다 ' 윤동주 시 읽기에서 윤동주 시의 핵심어인 길 이라는 시어를 찾아낸 학생들은 한국의 대중가요에서 길 의 상징성이 어떻게 변이해나가는 지도 살펴보았다 ' 그리고 현재는 영화에 나왔던 학생 강제징용과 창씨개명과 같은 역사적 사건들과 현재에도 계속되고 있는 위안부 문제에 대한 관심으로 이어지고 있다 ' 또한 이와 관련한 새로운 프로젝트가 커뮤니티 차원의 " 시낭송회 " 라는 문화 행사로 준비되고 있다 ' 학습자 주도의 프로젝트 기반 학습방법 F:B3 F V O :M_ P B M S 의 원리를 견지하며 진행한 이 프로젝트는 방법론적으로 보장된 자유로운 과제 설정으로 학생들의 개인적인 관심사가 교실에서 발표될 때마다 서로의 연구가 윤동주에 대한 새로운 정보를 더해가고 중첩되어가면서 윤동주의 삶과 문학을 다각적이고 입체적으로 보는 시야를 확보해주었다 ' 학생들의 다양한 정체성들이 상호 교류하고 만나며 대화하는 사이 학생들은 윤동주와 그의 시를 ) 세기 초반 전쟁과 억압의 시대를 살다간 동시대 젊은이의 노래로 공감하였다 ' 워크숍을 통해 도출하고자 하는 결론은 윤동주의 시 읽기에서 시작한 이 프로젝트가 한국의 문화와 역사로 학생들의 관심사가 확대되어 간 것에 비추어 문학과 문화 % 그리고 역사를 활용한 한국어 수업이 세기 외국어 교육이 목표로 삼고 있는 문화 상호간의 의사소통 능력을 배양하여 학생들을 글로벌 시민으로 육성하기 위한 의미 있는 모색의 하나라는 것이다 ' 워크숍 진행은 다음과 같다' ' 서론 ' 문학 % 문화 역사를 활용한 수업 형태 소개 ' 문학 % 문화 역사를 활용한 수업의 목적과 의의 ' 프로젝트 기반 수업으로 하는 문학 % 문화 % 역사를 활용한 한국어 수업 ' 프로젝트 기반 수업의 원리 ' 문학 % 문화 % 역사를 활용한 수업에서 프로젝트 기반 수업의 장점 ' 시인 윤동주의 삶과 문학으로 배우는 한국어 ' 윤동주 시를 활용한 수업 ' 영화 5동주7와 한국 가요를 활용한 수업,' 윤동주와 동시대 역사를 활용한 수업 ' 워크숍 활동 ' 문학 % 문화 % 역사를 활용한 수업을 위한 문학작품 목록 검토와 급별 선정 ' 교사가 가르치고 있는 급에 따른 조 구성 후 % 프로젝트 기반 수업 방법을 적용한 수업계획안 만들고 활동 개발하기,' 조별 발표 ' 토론과 결론 6 ' 질의 응답 ' 워크숍에서 도출된 결론 Planning and designing online Korean courses: Cases from five universities in North America Sangbok Kim University of Colorado at Boulder Haewon Cho University of Pennsylvania Bumyong Choi Emory University Ahrong Lee York University Danielle Pyun Ohio State University In recent years, online language learning has attracted great attention from the language profession and the field of computer-assisted language learning. Online language courses can take place in the formats of web-facilitated, hybrid, or fully virtual classes, and they can be delivered either asynchronously or synchronously. This workshop will introduce various formats of online courses for learners of beginning Korean from five universities in North America, including asynchronous/synchronous learning activities and types of assessments. I will provide the audience with handson activities featured in the online courses from each university, and discuss various issues surrounding teaching language online. Asynchronous learning: The online asynchronous activities consist of lecture videos on grammar, conversation activities, and online projects, all of which are designed for learners to have mutual engagement with either the virtual native speaker(s) of Korean or other classmates. The audiences, as learners, will participate in completing a sample assignment of interactive lecture videos, practicing conversation with the virtual speaker(s), and doing collaborative writing with classmates. This workshop will also briefly introduce various editing tools which are used to create the lesson materials and the delivery methods to the course management system, as well as discuss technology-related issues on the practical application of teaching language asynchronously. Synchronous learning: The online synchronous activities are designed to provide students with language learning experiences and classroom interactions that are similar to those found in a traditional classroom setting. In a synchronous learning environment, active participation and collaboration, instant feedback, wellplanned learning activities, as well as effective class- 17

22 FRIDAY, JUNE 30 room management are some of the keys to promoting successful learning in these types of classrooms. This session will showcase how to deliver effective synchronous classes using Adobe Connect, a web conferencing tool that has been widely used for virtual classrooms. The audience will have the opportunity to experience its advanced features, such as customizing a meeting room, using a web camera, and screen-sharing features as well as recording and breakout rooms, in order to promote students active learning through collaboration and participation. Assessment: The presentation will introduce types and tools of assessing students achievement in asynchronous and synchronous online courses from each university. Three assessment types will be discussed: written tests, oral performance tests, and written workbook assignments. Written tests (e.g., quizzes) will be demonstrated on Canvas, Proctor U, Moodle, and D2L where various delivery tools (e.g., VoiceThread, Camtasia) are embedded. Oral performance tests (e.g., oral exams, interviews) will be demonstrated using VoiceThread, Skype, or Adobe Connect. Lastly, there will be a demonstration on how written workbook assignments are assigned to the learners and how the instructors can grade and comment electronically. The audiences, as learners, will participate in each type of demonstration. Overall, in order to help build online courses for instructors, this workshop will provide general overview of the structure of online Korean courses and practical strategies, featuring core learning activities with handson materials. The workshop will also discuss issues and challenges that arise from distance learning. 1. Introduction of online courses from five universities (5 mins) 2. Asynchronous learning (10 mins) + Hands on activity for asynchronous activities (15 min) 3. Synchronous learning (10 mins) + Hands on activity for Synchronous activities (15 mins) 4. Assessments (15 mins) 5. Discussions: Issues and Challenges (10 mins) 6. Q & A (10 mins) 7 Maximizing the 5C s CONNECTION: Integrating Korean Studies into Korean Language Program & Curriculum Hi-Sun Kim, Hee Young Ahn, Heeyeong Jung, Joungmok Lee Harvard University According to the World-Readiness Standards for Learning Languages (2015), the goal of the 5C s Connections is for language learners to build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. In other words, Connection revolves around the development of global, translingual, and transcultural competence in language learners, which is also emphatically emphasized in the 2007 MLA report. Thus, it calls for a curricular reform that situates language study in cultural, historical, geographic, and cross-cultural frames within the context of humanistic learning. (p 4) Consequently, many programs employ approaches such as Content Based Instruction (CBI) into their curriculum, which provides authentic, meaningful academic contexts aiming at developing both the language skill and subjectknowledge of the learner (Karim, 2016:255). Therefore, various CBI models have been proposed, such as the Spiral Theme Model by Meiring & Norman (2002), Sheltered/Adjunct Model by Brinton et. al (2003), or Six-T's approach (Theme, Text, Topic, Threads, Task, and Transition) by Stoller and Grabe s (1997). Hence in the language programs, theme-based content courses are developed by language teachers based on general content in history, literature, culture, etc., and are sometimes linked to a content course in other disciplines which students must be enrolled concurrently. (For papers Korean CBI courses, see Kim (2011) or Wang (2012)). Despite the various academic and cognitive advantages to language learning, one of the big challenges and limitations to CBI is often the lack of specialized content knowledge for language teachers. Thus, for advanced level courses, an additional substantial amount of self-study time and energy is needed for teachers in order to develop a curriculum that provides proper depth and breadth that would help expand learners subject-knowledge as well as critical thinking skills. To remedy this issue, the objective for the workshop is to discuss ways to develop a more practical and effective connected courses for 3rd/4th/5th year courses through efficient collaboration with Korean (studies) scholars from other disciplines. That is, rather than starting with a theme to develop a CBI curriculum, we propose in first developing a language framework/template that is specifically designed to enable plugging in any specialized content available. Consequently, we will present three language templates that can be creatively applied in developing from a contentbased unit module (which can be integrated into an existing language curriculum) to a linked bridge courses (which covers content that complements a linked Korean content course). In deciding which template(s) to use will depend on what is available in one s institution. Hence, another crucial step is identifying the resources that exist in their program (e.g., Graduate TAs, Korean faculty, Korean studies courses offered). This workshop will include (i) a discussion on the challenges of incorporating content, (ii) a proposal of language templates and concrete examples of its application, and (iii) a small group session with the goal of guiding each participant in identifying a template(s) that fits their institution to begin drafting a curriculum that would effectively incorporate Connection into their language program 18

23 THURSDAY, JUNE 29 TEACHING MATERIALS DEMONSTRATION 1 Synergetic Interdependence between Korean Leaning and Geographic Contexts via Mobile Technology Changyu Hong, KyungAh Yoon Portland State University In terms of the World-Readiness Standards for Learning Languages, there is a wide range of attention and recognition that a thorough understanding of global competence is critical to our foreign language skills to promote cultural diversity, improve our economic competitiveness, and provide leadership in innovation and creativity in international relationships (Chavez, 2002 and National Education Association, 2016). In particular, the global competence refers to the acquisition of in-depth awareness and understanding of global issues, an appreciation of and ability to accept the diversity in practical language learning situations (Hunter et al., 2006, Deardorff, 2006, and Deardorff, 2011). According to Semaan and Yamazaki (2015), proficiency in foreign languages motivates to increase and promote the individual global competence (Moeller and Nugent, 2014 and Orozco-Domoe, 2016). Also, the authors (2015) find the students who hold highly evaluated global competence show a strong interest and an insight in foreign language learning. Gade (1983) and Cromley and Bilokur (1999) examine the contribution of one global competence factor, socio-cultural understanding, such as geographic materials, to efficiency in studying foreign languages. Thus, this research posits geographic information about Korea will inspire the students who take Korean language courses as a foreign language. In the aspect of Connection and Expansion to Content areas, we report on the potential for introducing alternative perspectives based on geographic information and knowledge that might improve and advance teaching and learning in Korean language courses. Learning with authentic materials in language courses has been paid attention to by many linguists (Dysart, 1995 and Schulz, 2007). Our class has adopted and applied this innovative way to learn Korean with the geographic materials on Korea. To be precise, this method by geographic materials can stimulate and motivate the students by requiring them to imagine the situations and scenes in specific places in Korea. The instructors hold various Korean teaching experiences of more than three years in colleges. Under the supervision of the instructor who is in charge of linguistics, one instructor who has the specialty in cultural geography suggests and prepares appropriate cultural geographic themes of Korean places, such as Jeju Island, DMZ, or Busan. Another instructor with a pedagogical background develops and considers available and potential teaching methods for the culture and history of the region. In the teaching material sharing session at this AATK conference, we will introduce our mobile device teaching materials based on cultural geographic resources which incorporate and reflect a variety of genres like maps, statistical census data, travel guides, photos, clips of famous movies, and so on. This ensures the students would be exposed to socio-cultural contexts other than linguistic texts and grammatical points in Korean. This enrichment of diverse linguistic and cultural backgrounds from the geographic materials can occur for the students who take Korean courses because the materials synergically raise their learning ability to a higher level. We believe our efforts can world-readiness standards in Korean language education. 2 Integration: listening, speaking, and pronunciation using the online program EDpuzzle Sooyeon Lee UW-Milwaukee This presentation focuses on creating online tasks for students using a program called EdPuzzle. Using various features of the program, instructors can produce meaningful and engaging activities out of the classroom. The presenter emphasizes the controlled use of instructional media material and the importance of student engagement. Attendees will be shown how to: 1. Adapt YouTube content into sufficiently short timeframes for their classes. 2. Encourage students to engage in online media activities coinciding with their current class material. 3. Adapt YouTube videos for enhancing oral and listening proficiency. Students are digitally literate now, having grown up in the digital era. They get information from and socialize on the Internet. Indeed, some students struggle with focusing on in-classroom activities without multi-media aids. This presentation shares experiences of developing an online aid for a Korean pronunciation class using a free web-based application, EDpuzzle. This application allows course material developers to implement YouTube videos more readily in class. There is a vast amount of content on YouTube, of course, but some videos are longer than students can concentrate on. Using the application, we can extract only the useful parts and add various activities for students, such as multiple choice or true/false questions, as well as rec- 19