Korean Popular Culture and Sociolinguistic Pedagogy: A Multimodal and Participatory Approach to Korean Language Education

Hyeonah Kang

Visiting Professor, English Education Department, Kyungpook National University; 80 Daehak-ro, Buk-gu, Daegu, Korea

Abstract

This study aims to reconceptualize the role of culture in Korean language education from a sociolinguistic perspective, focusing on Korean popular culture as a dynamic and participatory site for meaning making. Drawing on Kim’s (2021) concept of hegemonic mimicry, this study examines how Korean popular culture operates through imitation, transformation, and recontextualization within global cultural flows. It explores how these characteristics can be applied pedagogically to the design of Korean language programs. This study argues that culture should not be treated as static knowledge but as a socially embedded process developed through discourse, interaction, and identity. Accordingly, this paper proposes a five-stage pedagogical model —Exposure, Noticing, Analysis, Production, and Reflection—to operationalize the integration of Korean popular culture into language instruction. This proposed model emphasizes learners’ active participation in multimodal meaning making and digital discourse. This study contributes to the development of sociolinguistically informed approaches to Korean language education by explicitly linking Kim’s (2021) theoretical framework with pedagogical applications.

초록

Vol. 40 No. 4 (2022.12)

Journal Abbreviation j. Korea Saf. Manag. Sci.
Frequency Published four times annually in March, June, September, and December
Doi Prefix 10.14353/sjk.
Year of Launching 1993
Publisher The Sociolinguistic Society of Korea

Indexed/Tracked/Covered By

Online Submission

socioling.jams.or.kr

The Sociolinguistic
Society of Korea

socioling.com

Editorial Office Contact Information

- Tel: +81-10-3894-3164
- E-mail: schang@hoseo.edu

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