Intercultural Communication Competence: An Analysis of Korean Language Textbooks for Migrant Background Students

This study aims to analyze whether the "Standard Korean Communication" textbooks (Volumes 1-4) for secondary school students with migration backgrounds adequately reflect educational values that respect and facilitate communication across diverse cultural backgrounds, in line with the principles of intercultural competence. To achieve this, the study evaluated the textbooks based on Byram's (2021) concept of intercultural communicative competence, focusing on the diversity of illustrations (external composition) and the appropriateness of the cultural content presented (internal composition). The results showed that while the diversity in terms of nationality and gender among the characters was well reflected, the illustrations did not sufficiently convey this diversity. In terms of internal composition, the cultural sections primarily focused on the initial stage of intercultural competence, which is 'knowledge,' and lacked elements necessary for developing 'skills' and 'attitudes.' Consequently, the study suggests that future textbook development should more clearly incorporate cultural diversity in both illustrations and educational content, and enhance the elements that foster 'skills' and 'attitudes' for deepening intercultural understanding.