Korean Teachers' Perceptions of Embedding Pop Culture into Classrooms

This study examines the perceptions of Korean language teachers on the classroom practice of embedding contemporary Korean pop culture into classrooms for effective world language instruction. While integrating culture in language classrooms has been practiced for decades, Korean teachers in this study expressed a lack of confidence in designing activities with a wide array of samples of Korean culture in their instruction. In this article, we explore how 14 pre-and in-service Korean teachers who attended a 2019 professional development summer program engaged in a learner-centered classroom that utilized various forms of Korean culture, such as K-pop, as an instructional tool. Data were gathered during this teacher training program using online surveys, small group interviews, daily reflections, online discussion, and final projects based on a mixed-methods research design. The results of the study highlight the importance of thoughtful use of Korean culture and the appropriate use of technology to support and enhance culture-integrated language instruction. Finally, implications for future research and practice with world language teachers and teacher educators are discussed.