ABSTRACT This article reports on the design and implementation of a multi-institutional initiative to develop virtual Korean language courses for high school learners in the United States. The collaboration involved four partners: two Title VI Language Resource Centers—the National Foreign Language Resource Center (NFLRC) and the Center for Urban Language Teaching and Research (CULTR)—as well as the North Carolina Virtual Public School (NCVPS) and Sejong Global High School in South Korea. Collectively, these partners addressed two persistent challenges in Korean language education: limited access to high-quality online curricula and insufficient professional development (PD) opportunities for teachers of Korean. Since 2022, this project has provided targeted PD in curriculum design and online pedagogy for Georgia-certified Korean teachers, fostering interinstitutional collaboration and shared instructional resources. Collective efforts with Korean educators and students have resulted in authentic teaching materials that integrate linguistic and cultural perspectives, thereby enhancing learner engagement and intercultural competence. The project offers a scalable and replicable model for advancing less commonly taught languages (LCTLs) in virtual environments. By linking pedagogical innovation, institutional collaboration, and global partnership, the initiative contributes to more equitable access to Korean language education and the creation of sustainable professional networks across national and institutional boundaries.
Lee et al. (Mon,) studied this question.