An Analysis of Character Composition in Korean Language Textbooks for Multicultural Education

This study aims to strengthen multicultural elements in Korean language education by analyzing 366 characters appearing in 217 Korean language textbooks, evaluating how these textbooks contribute to multicultural education. Using the multicultural education theory by Banks and Banks (2016) as an analytical framework, the study conducted a quantitative analysis based on the characters’ age, gender, nationality, and occupation to assess the multicultural diversity reflected in the textbooks. The results reveal that the occupations of the characters encompass various social roles, providing learners with realistic and balanced social images. While the nationalities represented include major countries, there is a tendency toward concentration in specific regions. Age and gender composition were generally balanced. However, some textbooks demonstrated limited diversity in the nationalities and occupations of characters, reflecting insufficient multicultural sensitivity. This study reaffirms the importance of developing textbooks from a multicultural perspective and suggests expanding the inclusivity of characters to offer learners diverse cultural contexts. These findings provide practical guidelines for designing Korean language textbooks that enhance learners’ multicultural understanding and intercultural competence.