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History and Mission

The Korean Language in America (KLA) began as part of the American Association of Teachers of Korean (AATK), which was established in 1994. The inaugural volume was published in 1995 as the proceedings of the First Annual National Conference of the AATK, which was held in Monterey, California in July of the same year. KLA has been published annually with the exception of 1998, when the National Conference was canceled due to unexpected funding issues. As the sole publication of the AATK related to research, KLA has evolved over the past fifteen years, having changed its publication format several times. It was first published as a volume of post-conference proceedings from Volume 1 (1995) through Volume 4 (1999), and then as a set of pre-conference proceedings, from Volume 5 (2000) through Volume 9 (2004). In subsequent volumes, the KLA changed once again into a post-conference peer-reviewed publication, with the subtitle, "Selected Papers from the XXth annual meeting of the AATK" for the next three volumes through 2007 (i.e., Volumes 10, 11, and 12). KLA set yet another milestone with the publication of Volume 13 in 2008, as it became the full-fledged, official refereed scholarly journal of the AATK. Volume 15 (2010) was the third in this format.

Since the KLA emerged as part of the AATK, it shares its mission with that of the AATK. As described in the AATK homepage, AATK's mission is to: 1) enhance and promote interest in the teaching and learning of the Korean language, culture and literature; 2) carry out research in second language acquisition, applied linguistics, language pedagogy, as well as in the teaching of culture and literature, and 3) provide a forum for presenting research findings. KLA functions as one of the most effective and powerful tools to embody the mission of the AATK, especially with regard to research.

The KLA welcomes both theory-oriented and practice-oriented research. However, we strongly encourage data-driven empirical studies that apply theory to practice. Heavily linguistically-oriented papers should include a substantial discussion of pedagogical implications. Both quantitative and qualitative studies are welcome.



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