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Korean Language Education in the Middle East and Africa

In conjunction with the Korean Society of Bilingualism, the Korea Foundation organized a Workshop for Korean Language Educators in the Middle East and Africa, which was held at the Faculty of Al-Alsun auditorium of Ain Shams University, Egypt, on April 26-27, 2009.

Following an initial workshop at the University of Jordan in 2007, a second Workshop for Korean Language Educators in the Middle East and Africa was held at Ain Shams University in Egypt. The gathering included the participation of 28 Korean language educators from eight universities and language education institutions in five countries in the region, along with scholars of Korean language education, including Song Hyang-geun, President of the Korean Society of Bilingualism, and Choi Hyeon-seon, Head of Korean Language Team at the Korean Studies Department, from the Korea Foundation.
The proceedings began with opening remarks by Ms. Choi Hyeon-seon, on behalf of Korea Foundation President Yim Sung-joon, followed by welcoming remarks by Song Hyang-geun, and congratulatory remarks from Korean Ambassador to Egypt, Yoon Jong-kon, and Dean of the Faculty of Al-Alsun, Abdel-Kader Attia.



Discussions Regarding Korean Language Teaching Method
The first workshop session featured a presentation by Professor Yang Yun-hui, of the Korean Language Department of Ain Shams University. With a theme of “Course Syllabus Reading in Korean Studies for Foreign Learners,” Professor Yang suggested guidelines for reading classes in view of learning stages, based on her experience of using texts on Korean culture and social issues for seniorlevel students and emphasized the importance of developing proper Korean Studies textbooks. With a focus on “Korean pronunciation problems of Arabic speakers and helpful teaching methods,” Professor Ahn Seonk-yeol, of the University of Manouba, Tunisia, explained differences between the Arabic and Korean alphabets, which contribute to common pronunciation problems for Arabic speakers. His suggestion for addressing these problems attracted the keen attention of regional educators. Thereafter, Park Chan-suk, who offers Korean lessons for local residents at the Portside Youth Center in Egypt, identified potential areas of difficulty for Arabic students in learning Korean, in addition to proposing various options to amend them.
The second session included a presentation on vocabulary instruction by Professor Hong Yun-gi, of Kyung Hee University. While emphasizing the usage and relationship with other words, he also noted that vocabulary instruction should not be restricted to simply teaching the meaning and form of words. He also discussed effective methods and specific areas that require special attention when teaching vocabulary. Then, Professor Lee Haeyeong, of Ewha Womans University, discussed
issues related to grammar teaching. Professor Lee introduced various exercises and activities that can be utilized for the teaching of Korean grammar, with an emphasis on effective communication.
The final session of the first day included a roundtable discussion on ways to promote Korean
language education in collaboration with Chinese and Japanese education in the Middle East and Africa. Workshop participants introduced the current status of Japanese and Chinese language instruction in Egypt, Iran, and Tunisia, and discussed priority issues of Korean language education in the region. The Foundation’s Choi Hyeon-seon pointed out that cooperation and joint efforts with Japanese or Chinese language educators could cont r ibute to an eventual expansion of Korean language education. The first day of the workshop ended with a dinner hosted by Korean Ambassador Yoon Jong-Kon.

Effective Korean Language Education
The second day began with a joint presentation on the status and methods of Korean language translation by Professor Lee Jeong-ae, of the Department of Practical English-Korean at the University of Jordan, and Professor Kong Il-joo, President of the Association of Korean Studies in the Middle East and Africa. Along with describing the current status of Korean translation instruction at the University of Jordan, Professor Lee mentioned problems related to the Korean proficiency of students and the availability of qualified instructors to teach translation classes. The participants expressed a wide range of opinions when she questioned the effectiveness of translation classes as a result of the policy guidelines imposed by the university authorities. In addition, Kong Iljoo explained problem areas of Korean-Arabic translation due to the differences between literary and colloquial Arabic.
This was fol lowed by a lecture on Korean pronunciation instruction by Professor Song Hyanggeun who emphasized the importance of teaching students the proper pronunciation of Korean. Then, Professor Kim Jeong-suk of Korea University gave a presentation on writing education, in which she stressed the significance of teaching writing that is suitable for Korean discourse, along with offering various teaching methods for writing classes. Choi Hyeon-seon then introduced the Korea Foundation’s various support programs for overseas Korean language education. She also introduced a newly launched “Practical Korean Studies” program.
This was followed by presentations on the current status of local Korean language programs and efforts to promote Korean language education by Professor Shin Mi-jeong of Helwan University, Egypt; Professor Eo Su-jeong of the Academy of Hotel and Tourism in Alexandria; Ms.Park Chan-suk of the Portside Youth Center; Ms.Choe In-hwa of Tehran University, Iran; Professor Hong A-yeong of the University of Manouba, Tunisia; and Ms. Hong Sang-uk of Spax University.
Thereafter, a round-table discussion focused on the development of Korean language textbooks. The discussants evaluated textbooks used in the Middle East and Africa and noted various difficulties related to the supply and demand of Korean language textbooks and possible solutions for this problem. They also introduced textbooks newly developed in Egypt and Jordan, and discussed issues that need to be addressed in the process of developing textbooks tailored to the local circumstances of the Middle Eastern and African regions.
The participants agreed that local instructors need to work in close cooperation with Korean language specialists in order to overcome relevant problems, and to develop suitable textbooks based on the particular circumstances of individual institutions. As for textbook development, there was concurrence on the desirability of having local educators contribute to collaborative endeavors, rather than having various individual efforts. The workshop participants then capped off the event’s productive activities with a dinner hosted by the Korea Foundation.
Although Korean language education in the Middle East and Africa is still in its early stages, the diligent efforts of local instructors are a source of encouragement for the Korea Foundation and its assistance programs. In particular, the workshop served as a valuable opportunity for Korean language educators to better understand the current status of Korean Language Education in this region. In addition, the bright future for Korean language education was clearly forcasted by the impressive level of Korean proficiency demonstrated by students of the Korean Language Department of Ain Shams University.

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