한국어 수업을 위한 내용 중심 교수 방안

Application of Content-Based Instruction in Korean Education as a Foreign Language

This study examines the definition, research foundation of Content-Based Instruction (CBI), and three content-based teaching models (theme-based language instruction, sheltered content instruction, and adjunct language instruction).CBI is considered ideal for enhancing motivation, accessing cultural background, extending students’ awareness for critical thinking, and educating the whole person (Brinton et al. 1994, Snow & Brinton 1987, Eskey 1997, Stoller & Grabe 1997, Kasper 2000). CBI presents a completely different paradigm regarding second language acquisition. While language is a medium for learning content, simultaneously language itself is the aim of learning content. In CBI, language usage (competence) and language use (performance) should be considered a unitary concept by teachers in the L2 class. The aforementioned benefits of CBI demonstrate that CBI is especially effective in teaching Korean to young Korean-Americans. In addition to their being more comfortable with CALP (Cognitive Academic Language Proficiency) than BICS (Basic Interpersonal Communication Skills) due to their Korean language learning environment, Korean-Americans are also eager to gain more Korean cultural or social knowledge rather than simply focusing on the grammatical points of the Korean language. In this respect, this study utilizes the content-based instructional method of “into (approach to a text), through (interact with it), beyond (analytical response to it)” model proposed by Brinton et al. (1994). Finally, this study uses Korean literature to provide examples of the content-based method at each stage of the model of “into, through, and beyond.”