Modelling of Teaching Korean as a Second Foreign Language in 
                       Higher Education using CLIL (An Example of Educational 
                                                      Program Disciplines) 
                                               1a                            2a                       a3
                       Irina Yu. Larionova , Gulnar K. Kapysheva , Yelena E. Chzhan , Svetlana A. 
                                                              4a                           5a 
                                                 Fedossova , Irina V. Rovnyakova
                                                                        
                                                             Abstract 
                   ARTICLE HISTORY:                          The need to address the problem of the sociocultural and 
                                                             national-cultural component in the content is caused by the 
                   Received May 2021                         new  goal  of  teaching  a  foreign  language  understood  as 
                   Received in Revised form July 2021        developing students’ ability of intercultural communication. 
                   Accepted August 2021                      The  problem  of  creating  an  image  of  Korea  as  a  native 
                   Available online August 2021 
                                                             Korean speaker’s country, as well as that of Kazakhstan, has 
                                                             a  political  sound.  In  this  study,  the  authors  defined  the 
                                                             strategic goal of the designed model as well as its tactical goal 
                                                             and determined the criteria and indicators of subject foreign 
                                                             language competence. The cultural component, which is one 
                   KEYWORDS:                                 of the basic strategies of CLIL, was studied. The authors 
                                                             dwelt  upon  the  term  linguistic  and  cultural  studies  as  an 
                   Content and language                      aspect of the methodology of teaching foreign languages, 
                   Integrated learning                       which uses methods of familiarizing language learners with 
                   University students                       the  culture  which  is  new  for  them.  Korean  textbooks  for 
                   Culture component                         university students that are used for teaching Korean were 
                   Textbooks                                 analyzed.  With  their  help,  the  students  develop  their 
                                                             professional, communicative competence. 
                                                                                      © 2021 IJSCL. All rights reserved. 
                                                              
                   
                                                                   
                  1 Associate Professor, Email: i.larionova65@uohk.com.cn (Corresponding Author) 
                   Tel: +8-7232-241471 
                  2 Associate Professor, Email: gkapysheva@ust-hk.com.cn  
                  3 Associate Professor, Email: chzhan-ye@nuos.pro  
                  4 Associate Professor, Email: svet.fedossova@uohk.com.cn  
                  5 Associate Professor, Email: ir-rovnyakova@nuos.pro  
                  a East-Kazakhstan University named after S. Amanzholov, Republic of Kazakhstan 
                  I. Y. Larionova et al./ International Journal of Society, Culture & Language, 9(2), 2021          ISSN 2329-2210     99 
                   
                  1. Introduction                                            language  at  the  same  time.  Also,  studying  a 
                      n    modern     society,    integration   and          foreign  language  does  not  require  additional 
                      globalization trends that cause changes in             hours in the curriculum, which contributes to 
                      the education systems of various countries,            the intensification of vocational training at the 
                  I                                                          university. Therefore, there is an objective need 
                  including  the  Republic  of  Kazakhstan,  are             to apply foreign experience in teaching subject 
                  getting  more  and  more  significant  (Ennser-            knowledge      in   a   foreign    language     in 
                  Kananen  et  al.,  2017).  According  to  the              Kazakhstani  universities  on  the  basis  of  the 
                  Strategy of Kazakhstan-2050 (2012) and State               integrated  subject-language  approach.  Our 
                  program for the development of education and               research is done on the basis of using CLIL in 
                  science  of  the  Republic  of  Kazakhstan  for            teaching Korean as a second foreign language 
                  2016-2019 (2016), one of the priority tasks in             in higher education. 
                  the  field  of  vocational  education  is  the 
                  internationalization  of  Kazakhstani  higher              2. Theoretical Framework 
                  education. At the same time, the State program             CLIL as an integrated study of subject content 
                  for developing and functioning of languages in             and  a  language  is  an  approach  to  teaching, 
                  the  Republic of Kazakhstan (2019) finds the               concentrated in two directions: using the target 
                  solution to this problem in developing academic            language  for  studying  and  teaching  subject 
                  mobility,  implementing educational programs               content  and  using  a  foreign  language  at  the 
                  in   foreign   languages  (English,  Turkish,              same  time  (Coyle  et  al.,  2018).  The 
                  German, Korean, and Chinese), and supporting               implementation of CLIL requires constructing 
                  projects  which  would  update  teaching  of               a certain educational system aimed at creating a 
                  foreign languages at Kazakhstani universities. 
                                                                             student’s motivational and personal sphere and 
                  However, practice shows that in many cases in              mastering relevant knowledge and skills in the 
                  Kazakhstani universities, a foreign language as            field  of  applying,  in  our  case,  the  Korean 
                  an academic subject continues to be isolated               language  in  the  process  of  studying  the 
                  from the subjects of a non-linguistic section.             educational program’s subjects. The basis for 
                  Nevertheless, among students, there is a great             building  such  a  system  is  a  methodological 
                  need for the knowledge of foreign languages,               design  aimed  at  creating  organizational 
                  which is caused, first of all, by the integration          learning processes. Thus, the model of using 
                  of Kazakhstani higher education in the world               CLIL in teaching Korean as a second foreign 
                  educational space. In this regard, the appeal to           language  at  a  university  was  designed, 
                  bilingual training becomes relevant, which is              theoretically substantiated, and experimentally 
                  implemented in different countries according to            tested  (on  the  example  of  subjects  for 
                  different  models.  In  Kazakhstani  educational           educational programs (5В011900) (6В01703) 
                  space, bilingual education is most widespread,             Foreign Language: Two Foreign Languages). 
                  involving  the  interconnected  use  of  two               As the methodological basis of the projected 
                  languages  (native  and  non-native)  in  the              teaching  model  in  Korean,  an  integrated 
                  educational process. Teaching subject knowledge            subject-language approach in teaching and its 
                  in a foreign language is becoming increasingly             principles,  a  competency-based  approach, 
                  relevant in Kazakhstani universities, where a              Vygotsky’s (1999) provisions of the relationship 
                  foreign  language  is  used  as  a  means  of              between  thinking  and  speech  in  a  second 
                  mastering  certain  subject  knowledge  by                 language, Cummins’ (2000) “Language, Power 
                  students.                                                  and  Pedagogy:  Bilingual  Children  in  the 
                  One  of  the  effective  approaches  to  teaching          Crossfire”, and Bloom’s (1956) taxonomy were 
                  students’  subject  knowledge  in  a  foreign              chosen. 
                  language  in  Europe  is  the  so-called  CLI              The  concept  of  a  student’s  subject  foreign 
                  (Content  and  Language  Integrating)  subject-            language     competence  is  an  integrative 
                  language approach. It is based on the idea of              characteristic  of  a  person,  which  includes 
                  integrating subject and language education in              students’  ability  and  willingness  to  use  a 
                  the  process  of  vocational  training  in  higher         foreign language (Korean) for educational and 
                  education and is recommended by the European               cognitive  activities  in  the  subject  area.  In 
                  Commission.  It  provides  students  with  the             determining     the   structure   of    cognitive/ 
                  opportunity  to  study  subjects  and  a  foreign          academic language competence (ALC), Coyle, 
             100             Modelling of Teaching Korean as a Second Foreign Language in Higher Education using CLIL 
                   
                  Hood, and Marsh (2018) defined the structure               determined by the level of these components’ 
                  of ALC as a combination of three components                formation.  The  level  of  competency  is  a 
                  –  cognitive,  academic,  and  language.  After            characteristic  that  varies  over  time,  as  the 
                  modifying  the  ALC  structure  (Coyle  et  al.,           components are being mastered gradually. The 
                  2018), the content of cognitive, academic, and             introduction  of  the  competency  levels  is 
                  language  components  were  determined.  For               necessary for ranking the depth of its formation. 
                  comparison, the structure of classical foreign-            Ample  opportunities  for  modernizing  the 
                  language communicative competence (FLCC)                   process  of  foreign  language  training  and 
                  is  considered  as  the  student’s  ability  and           designing     levels    of    foreign    language 
                  willingness  to  carry  out  foreign-language              competence  are  opened  up  within  the 
                  interpersonal and intercultural communication              framework of application of the Europe Council 
                  based on “the possession of linguistic, speech,            document  “Common  European  competencies 
                  sociocultural  knowledge,  skills,  and  abilities         in  foreign  language  skills:  study,  training, 
                  that  allow  communicatively  acceptable  and              assessment”      (Kunanbaeva,       2015).     The 
                  appropriate  to  vary  their  speech  behavior”            document  has  been  introduced  in  European 
                  depending  on  various  factors  (Kunanbaeva,              countries since 1998 and is a flexible tool that 
                  2015,  p. 98).  This  FLCC  model  consists  of            provides  teachers  with  a  diverse  arsenal  of 
                  linguistic,  speech,  and  sociocultural  sub-             linguistic  didactic  tools  and  a  system  for 
                  competencies.                                              assessing      students’     foreign     language 
                  The  integrative  concept  of  competency  is              competence depending on the level of foreign 
                  detailed by components – the hallmarks of its              language skills that they have actually achieved. 
                  manifestation in the form of results manifested            Foreign  language  teaching  methodologists 
                  in the learner's actions. In this case, the final          (Bim, 2016; Lapidus, 2016; Minyar-Beloruchev, 
                  learning outcomes should be described by three             2009; Rogova, 2014; Scalkin, 2014; Sharifian, 
                  mandatory  components  of  competencies:                   2015) identify five components in the content 
                  knowledge (to know, to understand), activity               of learning a foreign language: 1) knowledge 
                  (to  be  able  to  do  something  based  on  the           component, 2) skills component, 3) linguistic 
                  knowledge),  and  value  (to  be  able  to  use)           component, 4) extra-linguistic component, and 
                  (Ghadiri  et  al.,  2015;  Kunanbaeva,  2015).             5)  methodological  component.  Most  widely, 
                  Students’ individual correlation of these criteria         the concept of linguistic material is presented 
                  and indicators allowed us to compile a list of             by Minyar-Beloruchev (2009), which includes 
                  levels of subject foreign language competence              knowledge,  lexical       background,     national 
                  (SFLC) and determine their content. The level              culture, and national realities. The content of 
                  of the subject foreign language communicative              teaching a foreign language should take into 
                  competence is a degree of development of its               account social experience (Saphonova, 2016) in 
                  individual components: cognitive competence,               which  methodologists  highlight  knowledge 
                  language competence, and academic competence.              about  nature,  society,  thinking,  ways  and 
                  The process of mastering competence that is                methods of activity, skills and abilities to carry 
                  directed to deepening it is described in Bloom's           out activities, fundamentals of search activity 
                  (1956) taxonomy and can be explained in words:             for solving emerging problems, and a system of 
                  to know, to be able to do, and to possess skills.          emotional,  volitional,  moral,  and  aesthetic 
                  The triad of knowledge, habits, and skills is a            education.  It  is  also  important  to  carry  out 
                  logical transition of the educational model to             search activities on material reflecting Korean 
                  the  practical  orientation  of  modern  learning,         culture,  and  it  is  advisable  to  envisage 
                  strengthening  its  activity  component  and               mastering the necessary paralinguistic means. 
                  describing  possessions  (instead  of  separate            However,  the  term  linguistic  and  cultural 
                  habits)  as  valuable  personality  traits.  The           studies,  designated  as  an  aspect  of  the 
                  component  composition  of  SFLC  and  its                 methodology  of  teaching  foreign  languages 
                  parameters (knowledge, habits, and skills) are             which uses methods of familiarizing language 
                  considered as the expected results that can be             learners with the culture new for them, does not 
                  measured at the end of the educational process.            reflect the whole complex of knowledge, skills, 
                  The effectiveness and efficiency  of  work  on             and abilities associated with foreign language 
                  developing SFLC of a potential specialist are              culture  (Passov,  2015).  There  is  some 
                   I. Y. Larionova et al./ International Journal of Society, Culture & Language, 9(2), 2021          ISSN 2329-2210     101 
                   
                  uncertainty about what should be included in                language with the same information as to its 
                  the Korean language teaching material and how               inhabitants and achieving full communication 
                  legitimate the further use of the term linguistic           is    understood     as    the    national-cultural 
                  and  cultural  studies  is  (Saphonova,  2011b).            competence.  Any  native  speaker’s  cultural 
                  Therefore,  if  the  term  linguistic  culture  is          background  is  formed  on  the  basis  of  the 
                  legitimated as a language aspect, then it is too            national and international cultures (Ahn, 2017; 
                  narrow as a content component since it is not               Xu, 2017). 
                  capable  of  embracing  everything  that  is                The criterion of typicality is intended to ensure 
                  understood  by  the  term  ‘national  culture’              selecting  country-specific  material  (including 
                  (Khasanova, 2013). Then it is possible to model             linguistic), reflecting the most relevant facts of 
                  more fully and accurately the idea of teaching              Korea’s current reality and giving a complete 
                  culture  and  content,  and  more  importantly,             picture of this country (Chun, 2015). Based on 
                  determine the technology of assimilating a new              this  criterion,  the  most  accurate  realities  are 
                  culture for students at all stages of education             selected for each topic and non-equivalent and 
                  (Saphonova, 2011a).                                         background vocabulary, suggesting familiarity 
                  A series of theoretical and practical problems              with some more specific aspects of Korean life: 
                  turned  out  to  be  conjugate,  including  the             names  of  monetary  units,  names  of  some 
                  definition of various terms and concepts of a               holidays,  symbols  of  Korea,  and  others. 
                  country-specific nature (Ter-Minasova, 2016),               Minimizing the selected material is carried out, 
                  in particular, the content of a unit of country-            taking into account the communication needs of 
                  specific  information  and  the  criteria  for  its         students and the learning phase. 
                  selection, finding techniques and methods for               Therefore,  the  next  criterion  for  selecting 
                  presenting     country-specific     material,    its        country-specific background knowledge is their 
                  consolidation and application, the grouping of              modernity and common knowledge (publicity) 
                  authentic materials and so on (Houghton, 2014).             among  native  speakers  (Wolff  &  Holmes, 
                  The  selection  of  knowledge  associated  with             2011). In order to familiarize students with the 
                  Korean culture requires solving the question of             customs and traditions of the Korean language, 
                  a selection unit. The minimum unit of selection             it is advisable to use a large number of authentic, 
                  at the lexical level is a word (Sharifian, 2017b).          illustrated  materials  in  the  classroom.  The 
                  As a unit of regional information, the minimum              criterion of orientation involves selecting those 
                  of information that determines the characteristic,          educational units and background knowledge 
                  defining feature of one or another side of the              associated with them that exist at the present 
                  Korean      language       reality    should     be         stage    of   development  in  the  everyday 
                  conditionally  taken.  It  is  not  enough  to  give        consciousness  of  Korean  life,  that  is,  this 
                  students a certain set or knowledge system and              culture  and  associated  lexical  units  that  it 
                  to transfer social experience to them. It is also           currently  owns.  The  criterion  for  clear 
                  necessary to do it in such a sequence with such             differentiation (Fiedler, 2016) with the students’ 
                  a  choice  that  nodal,  repeated  points  of               native culture is justified by the need to transfer 
                  developing intellect and, in general, developing            information from the reality familiar to students 
                  higher  mental  functions  were  provided  with             to  secondary culture. There are two types of 
                  necessary  and  sufficient  material  (Kramsch,             closeness of cultures (Scalkin, 2014): national-
                  2015).                                                      genetic (historical development from a single 
                  The starting point for selecting content of the             source or long-term interaction within a single 
                  national-cultural  component  is  not  linguistic           area) and social (social lifestyle principles). With 
                  but  methodological (Usmanova et al., 2017).                systematizing backgrounds (even the simplest 
                  Any materials included in the national-cultural             words of a socially distant culture), linguistic-
                  component of the content of teaching Korean                 cultural interference or misunderstanding of the 
                  should reflect the cultural value. Therefore, it is         essence of the question may arise. For example, 
                  necessary to take into account the culture and              a foreigner may think that the Korean custom to 
                  country studies criterion (Sharifian, 2017a). A             use  numerous  styles  of  politeness  when 
                  holistic  system  of  ideas  about  basic  national         referring to people of different ages and social 
                  traditions, customs, and realities of Korea that            status is strange. 
                  allows associating the lexical unit of a given