Abstract This study investigates the linguistic, cultural, and pedagogical challenges faced by non-native Korean as a Foreign language (NN-KFL) educators and evaluates a three-year retraining program designed to enhance their instructional competence and professional identity. Based on surveys and qualitative data from consultations and live sessions, the study identifies both common and language-specific difficulties among educators from 29 countries. Findings highlight challenges in explaining grammar, pragmatics, and culture, as well as gaps in Korean proficiency and metalinguistic awareness. The results suggest the need for retraining that addresses both general and L1-specific issues. The study proposes a two-tiered model: foundational content delivered online and targeted one-on-one mentoring. It emphasizes the importance of fostering crosslinguistic insight and intercultural sensitivity to build confidence and pedagogical capacity. By offering a flexible and scalable framework, this research contributes to the professional development of NN-KFL educators and responds to the growing global demand for qualified Korean language educators.
Lee et al. (Wed,) studied this question.
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