Current State and Tasks of Korean Language Education in Guatemala’s Public Elementary Schools

Abstract

Journal of the International Network for Korean Language and Culture 19-2, 259-280. This article aims to examine the state of Korean ww .e tic e et language education in Guatemala's public elementary schools and suggest future directions for its stable settlement and continuous development in Guatemala's public education. In March 2020, four public elementary schools in Guatemala adopted Korean as a regular foreign language subject for the first time. As of February 2022, ten elementary schools are offering regular Korean language courses. In Guatemalan public schools, Korean language education has grown quantitatively over the past two years despite COVID-19. However, some tasks need to be solved for the Korean language to have a stable footing in Guatemala's public education, ensure internal stability, and promote qualitative growth together. First, the most urgent task is to secure Korean language teachers. For the stable production of professional Korean teachers, it is essential to establish a training course for Korean language teachers and offer a major in Korean studies as a degree program within universities. Additionally, developing customized Korean textbooks considering the age, level, and culture of elementary school students in Guatemala is essential. Moreover, it is necessary to develop a Korean language curriculum so that the Korean language can establish its status as an official foreign language of Guatemala. Lastly, to expand the base of Korean language education in Guatemala, an institution in charge of spreading the Korean language and culture should be rapidly established.(Sogang University, Yonsei University, Myongji University)