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Author Seong-Chul Shin, PhD in Linguistics, teaches both undergraduate and postgraduate Korean courses at the School of Humanities and Languages, University of New South Wales, Sydney. He supervises Higher Degree Research students and conducts research in the areas of Applied and Educational Linguistics as well as Sociolinguistics with a particular focus on Korean as a Foreign, Second or Heritage Language. This book, Korean Language Education: Australian Practices and Perspectives, deals with Korean language education in Australian schools and universities throughout the past twenty-five plus years. The book investigates and examines various aspects of Korean language education with a focus on Australian language policies, curriculum and course provision, participation, pedagogical practices and issues, teacher training, teaching and learning resources, learner preferences and perceptions. Providing baseline information and presenting an updated analysis of issues as well as proposing directional strategies, Korean Language Education: Australian Practices and Perspectives is a useful reference not only for researchers and research students working in the field but also for stakeholders (policy-makers, education systems, program authorities, educators, teachers, pre-service teachers, professional associations, parents and students) as we continue to work together towards practices and programs that result in more students engaging with Korean in Australian schools and universities and beyond. Index Foreword – Book Review Preface Table of Contents Chapter 1: An Overview of Korean Language Education in Australia Chapter 2: Korean Language Education in Australian Schools: 2000-2009 Chapter 3: Korean Language Education in Australian Schools and Universities: 2010-2017 Chapter 4: Development Profiles of Korean in Australian Schools and Universities Chapter 5: Strategic Directions and Challenges for the Global Expansion Chapter 6: Teacher Education Programs for Korean in Australian Schools Chapter 7: Linking Secondary Schools with Tertiary Programs Chapter 8: Linking Korean Language and Korean Studies Chapter 9: Teaching Korean ‘Culture’ to Learners of Korean Chapter 10: KFL Students’ Motivation, Learning Experiences and Learning-Style Preferences Chapter 11: KFL Students’ Text-Type Preferences Chapter 12: KFL Students’ Perceptions of Assessment, Feedback and Assessment Categories Chapter 13: Instructional Language in KFL/KSL Classroom Summary in Korean Bibliography Appendix Index of key words and terms |
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