A Phenomenological Study on the Field Experiences of Visiting Korean Language Teachers

This study aims to investigate the current status and structural limitations of the “Visiting Korean Language Education” program and to propose directions for its improvement. Employing a phenomenological approach, the research analyzes the lived experiences of seven Korean language teachers who have instructed students from immigrant backgrounds within the program. The educational significance of these experiences is interpreted through the theoretical lens of multicultural education, particularly focusing on the role of teachers as articulated by Banks (2015) and Sleeter and Grant (2008). The findings reveal that, despite institutional constraints, the teachers demonstrated a profound sense of professional agency and pedagogical responsibility, actively engaging in practices that support the linguistic development and emotional well-being of immigrant-background students. The participants reported various challenges, including irregular program operations due to limited funding, inadequate administrative support, and a lack of professional expertise in the managing departments. Nevertheless, they enacted their roles beyond formal expectations—organizing lessons using public school textbooks, procuring teaching materials at their own expense, involving parents in educational processes, and extending learning opportunities beyond the classroom. Based on these findings, the study underscores the necessity of establishing a sustainable operational framework, securing professionally trained personnel, and creating responsive educational environments tailored to the specific needs of students from immigrant backgrounds.This study aims to investigate the current status and structural limitations of the “Visiting Korean Language Education” program and to propose directions for its improvement. Employing a phenomenological approach, the research analyzes the lived experiences of seven Korean language teachers who have instructed students from immigrant backgrounds within the program. The educational significance of these experiences is interpreted through the theoretical lens of multicultural education, particularly focusing on the role of teachers as articulated by Banks (2015) and Sleeter and Grant (2008). The findings reveal that, despite institutional constraints, the teachers demonstrated a profound sense of professional agency and pedagogical responsibility, actively engaging in practices that support the linguistic development and emotional well-being of immigrant-background students. The participants reported various challenges, including irregular program operations due to limited funding, inadequate administrative support, and a lack of professional expertise in the managing departments. Nevertheless, they enacted their roles beyond formal expectations—organizing lessons using public school textbooks, procuring teaching materials at their own expense, involving parents in educational processes, and extending learning opportunities beyond the classroom. Based on these findings, the study underscores the necessity of establishing a sustainable operational framework, securing professionally trained personnel, and creating responsive educational environments tailored to the specific needs of students from immigrant backgrounds.