The Study on Korean language education practices in Vietnam: Focusing on the Practice of Korean Language Education in the Department of Korean Language at Hanoi Thang Long University

Objectives The purpose of this study is to examine the practice aspects of Korean language education in Vietnam through cooperation and communication between domestic and foreign researchers. We sought to examine the aspects of Korean language education being conducted at Thang Long University, the first private university in Vietnam, and identify its implications for Korean language education. Rather than simply describing the aspects of Korean language education abroad from the perspective of others, researchers from both countries examine this together from a collaborative perspective to ultimately seek implications that can contribute to substantially improving the Korean language education scene at home and abroad. Methods Rather than simply describing the aspects of Korean language education abroad from the perspective of others, researchers from the two countries examine this together from a collaborative perspective to ultimately seek implications that can contribute to substantially improving the Korean language education field at home and abroad. Results As a result, the characteristics of the Korean language curriculum are that it mainly deals with the cultural capital that Korean language learners already have, and that it provides interpretation and translation classes as the highest level classes to foster global talent who can utilize both the learner's native language and the target language. The point is that it is aimed at . As a result of examining the actual aspects of textbooks and teaching and learning, focusing on <Translation 3>, the highest level class held at Thang Long University, it was found that this is being achieved through a cooperative learning method that gradually completes translation through communication. We were able to discover, and through this, we were able to understand the aspect of respecting Korean language learners' voluntary learning will and capabilities even in the actual class. Conclusions This aspect of Korean language education practice at Thang Long University in Vietnam provides various topics for discussion regarding the goal setting of Korean language education and action plans in teaching and learning, and suggests implications for the direction of realization of learner-centeredness in Korean language education.