Understanding the National Standards and Standards-Based Curriculum for Korean

1. Understanding the National StandardsandStandards-Based Curriculum for Korean JeeyoungAhn Ha University of Illinois at Urbana-Champaign 15th AATK

2. Alignment of Curriculum with the National Standards • Work creatively to • Cross disciplinary boundaries • Incorporate the study of various materials • Promote wide cultural understanding in language learning • Put us back with the world, a bigger community than the target culture, people, or language 15th AATK

3. Where the Standards Guide Us • Definition of what the ultimate goals for our students should be • Redefined and newly developed understanding of what communication is and the consequent implementation in connection with • Communities • Developing view of learners • Social and cognitive aspects of language learning 15th AATK

4. CommunicationConnections and Communities • Make the best of the distinctive points only available through foreign language learning in connecting themselves with other disciplines and culture • Content of what we teach but also at Context within which learners come to experience the language • Students reinforce and further their knowledge of other disciplines and cultures through the interpretive and productive use of the Korean language 15th AATK

5. The Developing View of Learners* • New understanding of what language learners are • Learners with comparative and critical perspectives (Comparisons) • Active and autonomous learners in life-long enrichment (Communities) • Learners can develop their own understandings of the language, culture, communities and beyond 15th AATK

6. Social and Cognitive Aspects of Language Learning • “..students learn language as both a means of social practice as well as a rule-government cognitive system.” • Experiential • Learning • Life-long • Enjoyment& • Enrichment • Learner Autonomy • Collaborative Learning 15th AATK

7. Implementation of the Standards (1) • Supplement the latter three C’s • Connections & Comparisons • Add components of other disciplines • Critical review of literature • Understanding of statistics in social studies & economics • Learning through Fine Arts, performance arts, etc. • Communities • Add service components • Learning how to successfully fundraise for donation • Learning how to raise consciousness for disaster relief, environment preservation, etc. • Giving performances at local organizations 15th AATK

8. Implementation of the Standards (2) • Form Learning Communities • Mutually supportive groups with learners seeking self-improvement • Implicitly used in various activities of language learning (e.g., group or class projects, discussion boards, blogs, etc.) • Encourage students to form a learning community and let them feel comfortable about sharing and contribution 15th AATK

9. Implementation of the Standards (3) • Involve Students • Brainstorm about Five C’s at the beginning of a semester • Leave room in the planned units for students’ contribution • Give learners room to choose 15th AATK

10. Other Points to Be Considered • Distinction between practices of Culture (2.1) and products of Culture (2.2) in pedagogical application? • Proficiency level (not the grade) of target learners for each learning scenario, especially in K-12? • Effective use of a song or children’s tale that show distinctive usages of certain features in Korean • Elaboration on different project-based instructions to accommodate different learning styles 15th AATK

11. Going Forward with the Standards • Variety of resources and activities /tasks • Education and professional development of language teachers (including graduate student instructors) • A key to successful and interesting language teaching and (social and autonomous) learning experiences With independent but mutually supportive learners 15th AATK

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13. References Allwright, D. & Hanks, J. (2009). The developing language learner: An introduction to Exploratory Practice. Basingstoke, Hampshire: Palgrave Macmillan. 15th AATK