Conference & Workshop Theme
BUILDING STRONG LANGUAGE PROGRAMS: THE NEXT 20 YEARS
It has been more than 70 years since Korean language instruction was first offered in the USA (at UC Berkeley in 1942) and 20 years since the American Association of Teachers of Korean (AATK) was founded to assemble and represent educators of the Korean language and culture in North America. Following a remarkable growth in Korean class enrollments in the 1970?s and 1980?s, steady gains in the last two decades made Korean the fourteenth most commonly studied language in higher education in the USA and Canada. Concurrently, the field of Korean as a second/foreign language has developed and expanded with ever-growing number of well-trained scholars joining the profession. Korean programs in both K-12 and higher education are poised to become stronger and more dynamic language programs that make a greater impact on students academically and culturally.
Marking the 20th anniversary of the AATK, we will celebrate what has been accomplished and will explore what could and should be aimed for. At this juncture, it seems imminent to take a stock of the situation in terms of program building, not only to consolidate and expand Korean programs but also to empower individual practitioners as program builders. This discussion will require considering educational, curricular and instructional visions and goals as well as a range of personnel, administrative and institutional matters. Various issues surrounding establishing, expanding or benchmarking an effective and innovative Korean program can be addressed. More specifically, the discussions may include, but not limited to: curricular issues such as instructional designs to address needs of diversifying learners; developing superior level proficiency for academic and professional purposes; devising meaningful co-curricular activities and service leaning opportunities involving Korean-speaking communities; developing and administering study abroad programs; constructing intellectual links to other fields of Korean studies; in-service teacher training; and pursuits of funding opportunities.
We encourage submission of workshop proposals and conference abstracts that address various aspects of program building. We also welcome the proposals and abstracts that discuss other aspects of learning and teaching of the Korean language other than this year?s theme. We particularly would like to see more K-12 educators submit their abstracts and plan to reserve at least one workshop session for K-12 participants. There will also be special awards to graduate students who present excellent conference papers.