Inclusive Practices in Korean Language Classrooms: Insights from Teacher Voices and Student Self-Introductions

ABSTRACT This study examines how cultural and identity considerations are reflected in Korean as a foreign language (KFL) education, focusing on educator perspectives and learner experiences. Survey responses from 39 Korean language educators across 24 countries reveal concerns about cultural bias and the lack of diverse representations in textbooks and teaching practices. Educators emphasized the need for more practical and inclusive content that better reflects today’s learners. Complementing these findings, an analysis of self-introductions from KFL students in the United States and Austria reveals that learners express complex identities—such as multicultural heritage, gender identity, and nontraditional family structures—whereas commonly used textbooks often portray simplified, homogeneous learner profiles: young, full-time students with single nationalities. These limitations may hinder students’ ability to authentically represent themselves in Korean. To better support diverse learners, this study recommends updating KFL curricula to incorporate more flexible, relevant vocabulary and greater opportunities for self-expression, thereby fostering a more inclusive and equitable learning environment. This research offers empirical insight into a relatively underexplored area and highlights the importance of culturally responsive and identity-aware approaches in language education.