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The purpose of this paper is to seek the direction of development of Korean language education in the future through the contents of the Korean language lectures I gave in Egypt for 7 years. In Egypt, two universities have Korean language departments, Ain Shams University and Aswan University. In this essay, I focus on the undergraduate course of the Department of Korean Language at Ain Shams University.
The grades of students entering the Department of Korean Language are the highest in the faculty of foreign languages. However, it is difficult to answer positively about whether these excellent students received a good education for 4 years. The reason for this lies in the curriculum that is not suitable for the level of the students and the teachers who need systematic training.
Students who enter graduate school are really excellent because they get within 10% of their undergraduate graduation grades. However, in Korea, the contents that should have been learned in the undergraduate level had to be started in the master"s course. I was in charge of the master"s and doctoral courses, and the students tended to follow along well. Master"s course lectures last more than three semesters, whereas doctoral course lectures last only one semester. According to the handbook, the doctoral course is intended to focus on writing a thesis, such as seminars, rather than classes, but it is questionable whether it is implemented for this purpose. For 7 years, I reviewed 11 master"s thesis and 1 doctoral thesis. Most papers tend to focus on the topic of semantic pragmatics.
The achievement of producing 12 graduates is also the achievement of the entire Middle East and Africa. This is because the Graduate School of Korean Studies at Ain Shams University is the only graduate school in the Middle East and Africa. ‘Studies for Korean language and culture in Egypt’ is the first and official Korean language education research organization in the Middle East and Africa. Founded in July 2019, members are well trained as Korean language teachers through about 30 workshops every year. In 2018, two academic societies in Korea held an academic conference jointly with Ain Shams University for academic exchange. For the graduate students of Ain Shams University who participated in the conference, this conference was a great help in writing their thesis.
In the future, I believe that Korean language education in Egypt should focus on qualitative rather than quantitative growth. For Korean language education to continue to grow in Egypt, good teachers are needed. One way to secure such teachers is to give lectures to professors who are retiring from the department of Korean language and literature in Korea. I wish for sustainable Korean language studies and Korean studies in Middle East and Africa including Egypt.
The grades of students entering the Department of Korean Language are the highest in the faculty of foreign languages. However, it is difficult to answer positively about whether these excellent students received a good education for 4 years. The reason for this lies in the curriculum that is not suitable for the level of the students and the teachers who need systematic training.
Students who enter graduate school are really excellent because they get within 10% of their undergraduate graduation grades. However, in Korea, the contents that should have been learned in the undergraduate level had to be started in the master"s course. I was in charge of the master"s and doctoral courses, and the students tended to follow along well. Master"s course lectures last more than three semesters, whereas doctoral course lectures last only one semester. According to the handbook, the doctoral course is intended to focus on writing a thesis, such as seminars, rather than classes, but it is questionable whether it is implemented for this purpose. For 7 years, I reviewed 11 master"s thesis and 1 doctoral thesis. Most papers tend to focus on the topic of semantic pragmatics.
The achievement of producing 12 graduates is also the achievement of the entire Middle East and Africa. This is because the Graduate School of Korean Studies at Ain Shams University is the only graduate school in the Middle East and Africa. ‘Studies for Korean language and culture in Egypt’ is the first and official Korean language education research organization in the Middle East and Africa. Founded in July 2019, members are well trained as Korean language teachers through about 30 workshops every year. In 2018, two academic societies in Korea held an academic conference jointly with Ain Shams University for academic exchange. For the graduate students of Ain Shams University who participated in the conference, this conference was a great help in writing their thesis.
In the future, I believe that Korean language education in Egypt should focus on qualitative rather than quantitative growth. For Korean language education to continue to grow in Egypt, good teachers are needed. One way to secure such teachers is to give lectures to professors who are retiring from the department of Korean language and literature in Korea. I wish for sustainable Korean language studies and Korean studies in Middle East and Africa including Egypt.
목차
Ⅰ. 서론
Ⅱ. 정규 한국어교육 기관 개설의 현황
Ⅲ. 아인샴스 대학 한국어학과의 현황
Ⅳ. 비정규 한국어교육 현황
Ⅴ. 학술단체와 그 활동
Ⅵ. 마무리
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