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민원정 한국언어문화교육학회 2007 언어와 문화 Vol.3 No.2
Min, Won-jung. 2007. Korean Culture Education in Chile. The Language and Culture 3-2: 117-139. The purpose of this article is to provide some ideas to generate cultural education contents for the Spanish-speaking world. The premises are that to make gound in Korean studies, in the Spanish-speaking world, including Chile, there needs to be a culture and language educational unit, putting emphasis more on the culture. The author wants to say that Korean studies can take root through cultural education, to raise appropriate issues that can lead to understanding and sensitivity to intercultural differences. This article analyzes the Korean culture classes at Pontificia Universidad Catolica de Valparaiso since the second semester of 2004 and at Pontificia Universidad Catolica de Chile since the first semester of 2006. Many Korean texts which were developed in Korea deal with Korean cultural education as a part of a language education course. But that’s not appropriate for the Spanish-speaking learners whose interest is more practical, that is to learn how to facilitate and accomplish their business goals and activities through understanding cultural differences. The aim of Korean cultural education has to be tailored to the learners interests and needs to learn more that what we Koreans want to teach them. Showing the role of tradition in modern Korean society and its meanings in other cultures can be the foremost element to introduce the students’ concerns and to create an appropriate Korean cultural text for futre application in the Spanish-speaking cultures throughout the world. (Catholic University of Chile)
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영토 갈등의 화해 가능성과 한계에 대한 연구: 칠레, 페루, 볼리비아를 중심으로
민원정 한국라틴아메리카학회 2022 라틴아메리카연구 Vol.35 No.1
Conflicts between countries in Latin America have been transpiring for a long time. For example, in addition to the conflict involving Peru, Bolivia, and Chile, there was also an armed conflict between Chile and Argentina in 1978-9, a conflict between Peru and Ecuador in 1981, and a conflict between Argentina and the United Kingdom over territorial rights in the South Atlantic region in 1982. Similarly, Central American countries have been in a state of endless conflict. Notably, conflicts within Latin America are different from power conflicts between superpowers. The crisis in the development of the region’s abundant resources has heightened tensions. Due to population growth and lack of land and jobs, migration within the region has increased, and new conflicts have emerged. The military forces, dictatorships, and rebellions of various countries in the region caused by political and economic instabilities are some of the conflict factors unique to Latin America. Interpreting conflicts between countries in Latin America that share a colonial history is an example of the multipolarity that is peculiar to this region. Korea and Latin America both have a history of colonial experiences, but the contexts are completely different. In Latin America, Spain is a mother country, not an adversary. In addition, in Latin America, the Western interpretations of “law” and “treaty” are dominant. In Chile, Peru, and Bolivia, border issues were settled through the International Constitutional Court. What are the implications of the territorial disputes between countries in Latin America? Our solutions may be different, but at least we can recognize that they perceive our problems in their own way. What is integration? Is true compromise impossible without concessions or sacrifices on either side? This paper attempts to examine the differences in the perceptions of history, conflict, and resolution based on historical and cultural backgrounds in Latin America through examples of territorial disputes in Chile, Peru, and Bolivia
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문학을 활용한 한국문화수업 -공지영의 『꿈』을 중심으로-
민원정 국제한국어교육학회 2008 한국어 교육 Vol.19 No.3
This article refers to the method of teaching Korean culture education through literary works, and in this specific case the author deals with 『The Dreams』 by Korean female writer Gong Ji-young. Generally, in the language classroom, literature works as a tool for language skill development and/or culture education as a part of language education. In that case, the learners read original texts according to their language levels. But when literature is used in the culture classroom for learners who don't know the language of the original text, the teacher’s role is to develop an efficient method to help them to learn history through literary works and discover and identify cultural differences compared to their own culture. This article shows an example of a Korean culture class using 『The Dreams』 at the Pontifical Catholic University of Chile. The students find historical similarities, such as the experience of dictatorship, in Korea and Chile, while discovering the Korean cultural aspects which differ from those in Chile, like Soju, eating anchovies as a side dish accompanied with wine, and military service, etc. They also find similarities and differences regarding women in both cultures and even compare them with the work 『Of love and of shadows』 by the Chilean writer Isabel Allende. In many ways, Gong Ji-young’s 『The Dreams』 is one of the good examples to be included as materials in the Korean culture classroom in the Spanish- speaking world including Chile where the learners have few Korean literary works translated into Spanish and rarely encounter a translated version of a work that deals with Korea’s modern history. This author has found that copy of 『The Dreams』 can be as good material for the Korean culture classroom. With it she also reconfirms the importance of continuing efforts to develop Korean culture education methods by defining why, what and how to achieve the multiple purposes of the culture class, and considering the diversity and potential of the students' levels of language and cultural awareness.(Pontifical Catholic University of Chile).
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스페인어권 화자를 위한 한국문화교육의 현황과 과제 -칠레가톨릭대학교의 한국문화수업 발표 사례를 중심으로-
민원정 국제한국어교육학회 2008 한국어 교육 Vol.19 No.1
The purpose of this article is to describe the current situation of Korean culture education in the Spanish-speaking world and to suggest some ideas for its future development. This article does not examine the cultural differences between Korean speakers and Spanish speakers from the anthropological point of view, but the importance of the cultural differences must be recognized and stressed. The aim of Korean culture education is to show how the Korean cultures settles down in a general framework through the reflection of likenesses and differrences between Korean culture and the other culture. In this sence, cultural relativism is very important in this globalized world. In this article, the author explains that the foreign students have an interest in knowing not only the positive things about Korean culture but also the negative facets. The teacher should never communicate a sense of cultural superiority over the others. He/She should interprete the Korean culture from a non-occidental point of view and let the students compare two cultures from their own point of view. In this globalized world, the students receive all kinds of information through innumerable and various ways. The successful Korean culture class has to be open-minded to hear the students' interpretations about Korean culture from their own cultural code.
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