American Association of Teachers of Korean


27th Annual Conference and Professional Development Workshop


"Rebooting and Gearing up for the New Normal in Korean Language Education"


Cornell University

Ithaca, New York

June 16-18, 2022



Invited Speakers

Keynote Address:
Friday, June 17
Agnes He (Stony Brook University)
Agnes Weiyun He is Professor of Applied Linguistics and Founder and Director of the Center for Multilingual and Intercultural Communication (2014-present) at SUNY-Stony Brook University. She received her B.A. in English from Beijing Foreign Studies University (China), Diploma-in-Education from National Institute of Education (Singapore), M.A. in English as a Second Language from University of Arizona, and Ph.D. in Applied Linguistics from UCLA. Agnes’ research centers on the role of language in shaping identities, communities and cultures in a world characterized by global immigration, technological innovation, and, too often, social injustice. Her early work concerned discourse and pragmatics in the English language in institutional settings. Much of her recent work has been devoted to exploring the impact of globalization and immigration on language and cultural practices, with a focus on the socialization of Chinese as a heritage language and on the development of intercultural communicative competence by learners and speakers of additional languages. Agnes has published extensively in the areas of discourse linguistics, educational linguistics and Chinese linguistics. A strong advocate for interdisciplinary research and cross-departmental collaboration, Agnes has served as PI or Co-PI for projects funded by the Spencer Foundation/National Academy of Education (1999-2001), the National Science Foundation (2015-2020), and the Department of Education (2007-09; 2020-23). Agnes was named a Guggenheim Fellow in 2011.
Equity beyond Efficacy in Language Teaching
For a long time, in language education, we have focused on what teaching methods, modalities and materials to use so that teaching can be more 'effective' and learning can be more 'successful'.  Although our student demographics have been changing drastically, we are yet to take into account the diverse student population with diverse backgrounds, needs, and aspirations.  In this presentation, I will situate language education in the social, historical, and political contexts in which our teaching takes place, with particular reference to the current COVID pandemic, social justice movement, and anti-Asian racism and xenophobia.  I submit that it is now time for us to consider not only how to teach effectively, but also, equitably.  Drawing upon my own previous work on heritage language development and my on-going collaborative research on intercultural communicative engagement, I will discuss how issues of immigration, diversity, inclusion, and multiculturalism intersect with language ideologies and language education, how social justice can be promoted (or injustice perpetuated) through language teaching, and how intercultural communicative competence (Byram, 1997; Griffith et al. 2016; Hwang et al., 2022; Liddicoat & Scarino, 2013; Zhu, 2014) enables meaningful and critical linkages between language and culture.  I will conclude with specific suggestions for building on the foundation of social justice in language education (e.g., Byram & Risager, 1999; Kubota & Lin, 2009; Kubota, 2016) to practice equitable language teaching at multiple scales of lesson planning, curricular design, material development and teacher training.
Plenary Address:
Thursday, June 16
Carl Blyth (University of Texas at Austin)
Carl S. Blyth is Associate Professor of French Linguistics, and Director of the Center for Open Educational Resources and Language Learning at the University of Texas at Austin, USA. His research interests include interactional sociolinguistics, L2 pragmatics and language learning technology. He is currently working on a monograph entitled "Languaculture: From Threshold Concept to Transformative Learning" (under contract, John Benjamins). His most recent publication is co-edited book with Dr. Joshua Thoms (Utah State University) entitled Open education and foreign language learning and teaching: The rise of a new knowledge ecology (Multilingual Matters, 2021). The book is available as a downloadable OER on the Multilingual Matters website (https://www.multilingual-matters.com/).
Open by Design: The Affordances of OER and Open Pedagogy for Language Teaching
Language classes have traditionally been structured around the content found in commercial textbooks. As a result, commercial publishers have had an enormous influence on college-level curricula and pedagogy. However, studies in applied linguistics have recently challenged the authenticity and relevance of such content, as well as the ethics of the educational publishing industry in general. Fortunately, the Open Educational Resource (OER) movement has emerged as a promising alternative. In this talk, Dr. Blyth will discuss the history and possibilities that OER and open pedagogy offer language teachers, as part of a dynamic ecology that encompasses the classroom along with “different stakeholders who reside at different levels of the ecosystem, including educational administrators, learners, teachers, teacher educators, textbook authors, textbook publishers and researchers.’ (Blyth and Thoms 2021, p.4). In brief, OER are the products (e.g., pedagogical materials) used in open pedagogy defined as the practice of engaging with students as creators of information rather than simply consumers of it. In other words, open pedagogy emphasizes a form of experiential learning in which students demonstrate their understanding through the creation of OER that are often used by others beyond the immediate classroom. The affordances of OER and Open Pedagogies will be illustrated with examples taken from actual second language classrooms across the country.
Saturday, June 18
Angelika Kraemer (Cornell University)
Angelika Kraemer is the Director of the Language Resource Center at Cornell University and an affiliated Senior Lecturer in the Department of German Studies. Dr. Kraemer's research interests include second language acquisition, specifically the role of technology in learning and teaching, program development, community engagement and service learning, and assessment. She currently serves as President of the International Association for Language Learning Technology (IALLT) and as Co-Editor of the AATG journal Die Unterrichtspraxis/Teaching German. Angelika is a regular speaker at regional, national, and international conferences and has published in various journals and edited volumes. She is co-editor of Language Center Handbook 2021 (with Betsy Lavolette) and is currently working on an edited volume tentatively titled Sharing LCTLs in Higher Education: Collaboration and Innovation (with Emily Heidrich Uebel and Luca Giupponi).
Innovative Language Education in the Post-Pandemic New Normal
In 2018, Ali Moeller, Edith S. Greer Professor of Foreign Language Education at the University of Nebraska-Lincoln, and then ACTFL Executive Director Marty Abbott published an article in Foreign Language Annals titled "Creating a New Normal: Language Education for All" (Moeller & Abbott, 2018). Their 2018 "new normal" referred to a reality "where language education is accessible to all and is viewed as essential to the well-being of all Americans" (p. 12). Fast forward to 2022, where the pandemic has changed how we lead our lives, do our jobs, and interact with one another. So, what does the post-pandemic "new normal" entail for the field of language education? While most languages have seen a sharp decline in language enrollments in recent years (Looney & Lusin, 2019), Korean continues to grow (Lusin, 2022). The field needs to maintain this momentum to keep Korean numbers high. In this presentation, I will reflect on what we have learned about the use of technology in the language classroom over the last two+ years and about the affordances and challenges of different teaching modalities. The Obama administration described technology as the "great equalizer" (Kanevsky, 2012); the pandemic, however, has sharpened our perception of who is privileged and who is not (Ney, 2021). We need to reflect critically on the technologies we use in our teaching to ensure they support our educational objectives in an equitable and accessible manner. I will also raise questions about the efficacy of different modalities and share insights from language students and educators about their recent experiences. I will close by looking ahead and proposing innovative ways to advance language education, so we can prime our students for their future careers in a global world.
Special Presentation (President of International Association of Korean Language Education)
Friday, June 17
박기영 (서울시립대학교 University of Seoul)
한국어 발음 교육의 현황과 미래 - 뉴노멀 (New Normal) 시대, 한국어 발음 어떻게 가르칠 것인가?


2000년대 들어서 한국어 교육의 발전과 함께 제2언어로서의 한국어 발음 습득 및 발음 교육 관련 연구도 양적, 질적으로 모두 가파른 성장을 보였다. 이러한 가파른 성장은 기존의 제2언어 습득 및 교육의 다양한 이론적인 토대가 제2언어로서의 한국어 발음 연구에 동시다발적으로 적용됨으로써 가능했던 것이라 할 수 있다. 즉 대조언어학적 연구, 오류 분석, 의사소통적 관점에서의 발음 교육 등이 순차적으로 이루어지기보다는 거의 동시다발적으로 한국어 발음 습득 및 교육 연구에 적용되어 다양한 연구 결과물들을 산출한 것이다. 또한 유표성 이론, 실험음성학적 연구와 같은 언어학적 이론과 연구 방법을 도입한 것도 한국어 발음 연구의 발전에 기여하였다.

그러나 지난 20여 년간 이루어진 한국어 발음 교육 연구의 발전이 실제 한국어 교육 현장에 어떤 식으로 적용되었는지에 대해서는 다시 한 번 검토해 볼 필요가 있다. 대부분의 한국어 발음 교육 관련 연구들이 실험을 통해 오류를 분석하고 오류의 원인을 설명하며 발음 교육의 방법을 제안하였지만 실제 발음 교육에 적용하여 그 효과를 입증한 예는 그리 많지 않은 것 같기 때문이다.

이에 대한 검토는 두 가지 방향에서 이루어질 수 있을 것이다. 하나는 한국어 발음 교육 관련 연구 가운데 실제 발음 교수법의 효과를 검증한 논의들을 살펴보는 것이고, 다른 하나는 실제 한국어 교육 현장의 교사들을 대상으로 하여 현재 이루어지고 있는 발음 교육의 내용과 방법에 대해 조사하는 것이다. 전자는 2000년대 이후로 한정하여 현재까지의 발음 교수법의 효과를 검증한 논의들을 정리하여 분석할 것이다. 후자는 한국 내의 한국어 교육 기관의 교사들을 대상으로 하여 설문조사 및 심층 인터뷰를 통해 현재 다양한 한국어 학습자들이 공존하는 국내 한국어 교실 상황에서 이루어지는 한국어 발음 교육의 내용과 방법을 파악해 보고자 한다.

특히 후자의 경우 기존의 한국어 교사 대상 발음 교육 관련 설문조사가 주로 교육과정이나 교육 내용 등 큰 틀에서의 발음 교육에 대한 논의가 많았던 것에 비해 본 연구에서는 구체적인 발음 교육 방식에 대한 조사에 초점을 맞춰 조사 및 분석이 이루어질 예정이다. 예를 들어 발음 진단의 유무, 발음 진단의 내용과 방식, 발음 교육의 대상인 모음, 자음, 음운규칙, 억양의 교육 방식, 학습자의 모어에 따른 발음 교육 방식 등 좀 더 미시적인 차원에서 한국어 발음 교육 현장의 현황을 살펴보고자 한다.

한편 코로나 상황은 한국어 교육 현장에 큰 변화를 가지고 왔다. 이미 코로나 이전부터 온라인으로 이루어지는 한국어 교육에 대한 논의는 국내외에서 다양하게 이루어져 왔다. 그러나 코로나 상황은 이러한 논의가 단지 이론적인 논의에 그치지 않고 한국어 교육 현장에 빠른 속도로 실현되도록 만드는 중요한 계기가 되었다. 이러한 흐름은 발음 교육에서도 예외는 아닌 것으로 보인다.

특히 음성인식 기술의 발전과 한국어 학습자 음성 코퍼스 자료의 축적은 온라인상에서 한국어 발음 교육이 이루어질 수 있는 가능성을 한층 높여 주었다. 아직 초기 단계이기는 하나 한국어 발음 교육 애플리케이션들도 적지 않게 개발되었다. 한국어 교육 현장에서 발음 교육에 할애할 수 있는 물리적인 시간이 절대적으로 부족한 상황임을 고려할 때 아마도 앞으로의 한국어 발음 교육은 온라인 학습의 형태로 이루어질 가능성이 높지 않을까 한다. 본 연구에서는 이러한 온라인 한국어 발음 교육의 현황을 검토, 분석함으로써 뉴노멀 시대 한국어 발음 교육의 미래에 대해 부족하나마 연구자의 의견을 개진해 보고자 한다.

Sponsored by


Korea Foundation (KF)                 KLEAR Textbook