[Our Korean Language Unknown ③] Korean Language Lagging Behind English and Math... Problems Starting from Public Education

Hollow Cry for 'Literacy Enhancement'
2022 Revised Textbook Draft Shows
71 Hours Cut from Korean Classes in Elementary to High School
Experts Point Out "Absolute Quantity Deficiency"
'One Book per Semester' Also Removed
Need to Strengthen Literacy Through Reading

Editor's NoteHangul will celebrate its 576th anniversary in three days. It is our script that King Sejong of Joseon promulgated in 1446 with the creation of Hunminjeongeum. It is also the lifeblood of our national culture. However, today, the situation facing our Hangul is difficult. It is said that the number of people who can read but cannot understand is increasing. This phenomenon is called a decline in literacy skills. It is not just a problem of some with insufficient literacy. It is a problem for all of us who have neglected training in reading. On the occasion of the 576th anniversary of Hangul Day in 2022, this paper aims to examine the current state of declining literacy and seek alternatives.

Government Sejong Complex Ministry of Education Building / Photo by Hyunmin Kim kimhyun81@

[Asia Economy Reporters Seongpil Jo, Byungseon Gong, Gyumin Oh] Where does the decline in literacy begin? Experts commonly point to the public education system. Korean language classes have long been overshadowed by math and English in schools. This means an environment that cannot provide sufficient reading or writing experiences. It is analyzed that the old social perception that cultivating the ability to read and understand texts is the domain of home education has played a role. The recent omission of "reading one book per semester" from the draft revised Korean language curriculum can also be interpreted as an extension of this perception. There seems to be little room for improvement. The future of Korean language education is expected to remain virtually stagnant.

Looking at the Ministry of Education's recently announced "2022 Revised Curriculum Draft," Korean language education time for elementary grades 1-2 is set at 482 hours. This is 34 hours more than the current 448 hours. The Ministry explains this as a measure focusing on improving basic literacy from the early school years. However, when looking at the rest of the curriculum, the Ministry's explanation is hard to accept. First, mandatory Korean language education for high school students is reduced. It decreases from the current 10 units to 8 credits (4 credits per semester per subject), reducing hours from 141.7 to 106.7, a decrease of 35 hours. Meanwhile, Korean language education hours for elementary grades 3-6 and middle school grades 1-3 remain at the current 816 and 442 hours, respectively. In conclusion, the total Korean language class hours over 12 years of elementary, middle, and high school under the revised curriculum will be 2060.1 hours, which is 71 hours less than the current 2131.1 hours.

The Ministry of Education states that class hours, or "quantity," cannot be the absolute standard. A Ministry official said, "By switching to a high school credit system, we have expanded students' choices," and "Considering cases where students choose advanced courses such as integrated electives, the Korean language education time is not reduced or weakened compared to the existing curriculum." On the other hand, experts say that regardless of "quality," the absolute amount is insufficient. There are vocabulary and text levels that must be learned at each age, but the curriculum does not consider this. Professor Seohyeok of Ewha Womans University’s Korean Language Education Department said, "In Canada, about 55% of the entire curriculum is allocated to Korean language education," adding, "Currently, Korea's Korean language education hours are absolutely insufficient."

The omission of "reading one book per semester" from the curriculum aimed at strengthening basic literacy also sparked controversy. "Reading one book per semester" links Korean language classes with reading, where students read books during class and engage in discussions. According to Kang Deukgu, a member of the National Assembly's Education Committee from the Democratic Party, the Ministry of Education excluded this activity from the new curriculum because the phrase "reading one book per semester" could be interpreted as limiting to certain books and specific numbers of times. A Ministry official elaborated, "Unlike in the past, reading is not limited to printed text," and added, "Short texts, digital literacy, and media literacy education have been newly included in the curriculum."

The education field erupted in protest. Teacher organizations such as the National Elementary Korean Language Teachers' Association issued statements criticizing, "Reducing 'reading one book per semester' to simply reading one book and deleting it is a foolish act that views the value of Korean language education and elementary education with too narrow a perspective." Parents also posted messages on the Ministry's "Public Participation Communication Channel," which was opened for opinion gathering, asking for the reinstatement of "reading one book per semester." The Ministry eventually reinserted "reading one book per semester" in a revised draft at the end of last month. However, criticism of the entire process remains.

Experts also express concerns. They advise that the Ministry of Education should place greater value on reading to strengthen Korean language education and literacy. Professor Ryu Woongjae of Hanyang University's Media Communication Department said, "From middle and high school, education should cultivate the ability to view social phenomena through reading and writing classics," adding, "Humanities lectures should not be regarded merely as tools for business." Professor Seohyeok also said, "Books, which are the sum of humanity's accumulated advanced knowledge and experience, contain high-level literacy," and "It cannot be guaranteed that overall literacy will improve through digital literacy education alone."