American Association of Teachers of Korean

Invited Speakers

H. Gerald Campano

Professor

Literacy, Culture, and International Education Division

University of Pennsylvania, Graduate School of Education

 

campano@upenn.edu

 

Bio 

Gerald Campano is Professor in the Literacy, Culture, and International Education Division at the Graduate School of Education, University of Pennsylvania. He is a proud third generation Pinoy from the East Coast with ancestral roots in the Mindanao region of the Philippines. Gerald served as chair for his division at GSE for nine years. For close to 10 years, he worked as a public-school teacher, during which time he garnered district teacher of the year awards and was a Carnegie Scholar. Dr. Campano’s scholarly interests span elementary literacy teaching, critical ethnic studies, immigrant education, and practitioner and participatory research approaches. Throughout his academic career, he has been interested in universalizing research as an epistemic right through community-based inquiry methodologies premised on an ethics of care and interdependence.

 

Title 

Community-Based Research with Immigrant Families: Cultivating a Language of Interdependence and Solidarity

 

Abstract

This presentation will share scholarship that is in the service of change and transformation. It describes an over-decade long research collaboration entitled the CARE (Communities Advancing Research in Education) Initiative, which involves Philadelphia families from diverse backgrounds who are investigating issues which directly impact their lives.  The presentation will explore what happens when the families work together across racialized, cultural, linguistic, institutional, and social boundaries to prefigure and forward a pluralistic vision of education justice. It will also invite the audience to consider the importance of universalizing research as an epistemic right and how a broader conception of language practices may foster an ethos interdependence and solidarity amongst minoritized communities.

---

Elaine Chun

Associate Professor

Department of English Language and Literature

University of South Carolina

ChunE@mailbox.sc.edu

 

Bio 

Elaine Chun is Associate Professor of English and Linguistics at the University of South Carolina. Her research examines how ideologies of language, race, and racism mediate linguistic practices across U.S. and transnational contexts. Drawing on methods of interactional analysis, corpus analysis, and ethnography, she has investigated how linguistic representations of racialized Asianness relate to those of Blackness and Whiteness in youth-oriented face-to-face and social media contexts and how anti-racist discourses circulate in and between popular and academic settings. Her work has appeared in Language in Society, Journal of Linguistic Anthropology, Applied Linguistics, Pragmatics, Language & Communication, Discourse & Society, and American Speech.

 

Title 

Language, Race, and Appropriation: Implications for Korean Language Learning

 

Abstract

The growing visibility of spaces of Korean language learning in the United States, whether on social media or university classrooms (Looney and Lusin 2019), seemingly inspires hope for cross-racial alliances, especially given the shared linguistic orientation among a racially diverse set of learners. In this talk, I examine how discourses in these spaces are intertwined with widely circulating and complexly layered debates about what constitutes “racial appropriation” in the United States (e.g., Hill 1998; Bucholtz 1999; Chun 2001). The analysis I present specifically juxtaposes two sets of cases in which discourses about appropriation arise in Korean-oriented U.S.-based social media spaces. The first set involves the adoption of Black linguistic forms in K-pop performances. While K-pop has played a central role in encouraging non-Korean students to learn the Korean language (Wang and Pyun 2020), the Korean entertainment industry has also been critiqued by those in the United States as engaging in racial appropriation (Oh 2014; Garza 2021). The second set of cases involve the adoption of Korean cultural or linguistic forms by those who do not identify as ethnically Korean; this practice is more commonly framed as “appreciation,” and sometimes as “spectacle,” rather than as “appropriation.” I identify the specific ideologies of language and racism (Hill 2008; Chun 2016) that participants of social media discourses adopt when rationalizing their critiques and defenses of such “cross-racial” practices, and I argue that the “subject-centered” and “sign-centered” ideologies that these discourses presuppose can, at once, open up a space for positive cross-racial alliances even as they face important limits to our understanding of linguistic racism. I conclude with a discussion of whether and how nuanced understandings of language, race, and racism can be brought into spaces of Korean language learning.

---

장소원 Chang So-Won

국립국어원장  Director General of the National Institute of Korean Language

 

Bio 

장소원 원장은 현재 국립국어원장이자 서울대 국어국문학과 교수이다. 서울대 국어국문학과에서 학사와 석사를, 프랑스 파리제5대학 언어학 박사를 졸업하였다. 한국방송통신대학교 교수로 재임한 바 있으며(1992~2002), 방송통신심의위원회 방송언어특별위원회 위원, 서울대학교 평생교육원장 및 언어교육원장, 한국문학번역원 이사와 국어학회 회장을 역임하였다. 장소원 원장은 국어학, 한국어 교육학, 국어 정책 등 다양한 분야에서의 학문적 성과와 더불어, 관련 기관 운영 및 현장 활동 등의 풍부한 경험을 통해 국내외 한국어 확산과 위상 제고에 기여하고 있다.

 

 

Title 

국외 대학 한국어교육의 현황과 대안

 

Abstract

 

한국문화와 한국어에 대한 세계적인 관심과 수요에 능동적으로 대응한 결과 지금까지의 한국어교육은 꾸준한 양적 성장을 이루어냈다. 해외에서 한국어·한국학 강좌를 운영하는 대학과 연구소의 수는 최근 10년 동안 두 배 가까이 증가하였으며, 한국어를 제2외국어로 선택하는 국가가 늘어나는 등의 다양한 양적 성장 지표는 물론, 이로 인한 국외 한국어교원의 수요가 다양화, 다각화되고 있다. 한국어에 대한 전 세계의 관심이 그 어느 때보다 높아지고 있는 상황에서, 이제는 질적 성장의 측면에서 국외 한국어교육의 확산 체계를 구축하는 데에 초점을 맞추어야 할 시점이다. 따라서 현지 중심의 지속 가능한 한국어교육 생태계를 조성하여, 전문성 높은 현지인이한국어교육 현장에서 주도적인 역할을 할 수 있게 하는 새로운 성장 모델과 중장기적 정책의 제시가 필요하다. 이를 위하여 본 발표에 서는 국외 대학에서 이루어지고 있는 한국어교육의 환경 변화를 비롯한 구체적인 현황과 실태를 정리하고, 이를 바탕으로 다변화되는 국외의 요구에 부응하는 현지화된 교육 체계와 한국어교원 양성 정책 방안을 제시하고자 한다.