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Article published In: Korean Linguistics
Vol. 21:2 (2025) ► pp.109–134

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Nurturing competent non-native Korean language teachers

Insights from a cross-linguistic and cross-cultural teacher education program

ORCiD logo with link | University of Iowa
 | Kookmin University
 | Kookmin University
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Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 29 January 2026
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https://doi.org/10.1075/kl.25002.yoo
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.
Article outline
  • 1.Introduction
  • 2.Non-native speaking teachers
  • 3.Development of retraining program for NN-KFL
    • 3.1Participants and context
    • 3.2Methodology
    • 3.3Structure of the program
  • 4.Findings from the implementation of a retraining program for NN‑KFL educators
    • 4.1Results of the collaboration
    • 4.2Discussions on differences of language and culture
      • 4.2.1Linguistic aspects
        • Phonetics
        • Grammar
        • Lexicon
      • 4.2.2Pragmatic aspects
      • 4.2.3Cultural aspects
      • 4.2.4Pedagogical aspects
  • 5.Discussion
    • 5.1Customization based on language background is necessary — but not sufficient
    • 5.2Supporting professional identity is as crucial as teaching skills
    • 5.3Intercultural pragmatics and culture teaching require more structured guidance
    • 5.4Technology integration and pedagogical flexibility are increasingly valued
  • 6.Conclusion
  • 7.Limitations and future directions
  • Acknowledgements
  • Notes
  • References
References (24)
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