— Overview
The account writes of a period, in its own “recent ten years,” when international marriages in Korea were steadily increasing, multicultural families were growing quickly, and, “through statistics,” women among marriage immigrants staying in Korea were markedly more numerous than men. As those women increased, so did their children, and questions of adapting to Korean society and of children’s education began to appear.
Korean-language education was then seen as most needed for settling in. In 2005, the Ministry of Gender Equality and Family began to publish Korean textbooks for female marriage immigrants. The aim, as stated, was that they should learn Korean and Korean culture, adapt to daily and social life, and communicate smoothly with members of Korean society. A book suited to their characteristics was needed, the account says: not only accurate grammar and a general language system, but the Korean required for settling in.
For people meeting the language for the first time, listening and speaking were to be given weight, and then to lead toward reading; communication is described as an integration of the four skills. The recap notes a preface on support policy for members of a multicultural society as a major task, already taken up in many local communities — that wording is cut, and is not finished here. Dialogues and pronunciation are said to be provided on a CD, useful for listening and for speaking practice.
Korean-language education is defined as systematically teaching overseas Koreans or foreigners to speak, listen, read, and write, according to assessed ability and according to purpose, and as including an understanding of the culture that uses the language. The 2010 coursebook Korean with Female Marriage Immigrants 1, from the National Institute of Korean Language, Hangeul Park, is cited, as is Hong Hui-jong’s 2012 master’s analysis of volumes 1 and 2.
Findings of that thesis are not filled in, and none are invented. The “recent ten years” and the statistics without figures are left in the account’s own period. They are not rewritten as 2026 official counts.
— Contents and key concepts
A 2005 ministry project, left in its period
The account writes of a period, in its own “recent ten years,” when international marriages in Korea were steadily increasing, multicultural families were growing quickly, and, “through statistics,” women among marriage immigrants staying in Korea were markedly more numerous than men. As those women increased, so did their children, and questions of adapting to Korean society and of children’s education began to appear. Korean-language education was then seen as most needed for settling in. Those observations, and the statistics without figures, are left in the account’s own period. They are not rewritten as 2026 official counts.
In 2005, the Ministry of Gender Equality and Family began to publish Korean textbooks for female marriage immigrants. The aim, as stated, was that they should learn Korean and Korean culture, adapt to daily and social life, and communicate smoothly with members of Korean society. A book suited to their characteristics was needed, the account says: not only accurate grammar and a general language system, but the Korean required for settling in.
Listening first, a CD, and a 2010 coursebook
For people meeting the language for the first time, listening and speaking were to be given weight, and then to lead toward reading. Communication is described as an integration of the four skills, and teaching should treat each of them. The recap notes a preface on support policy for members of a multicultural society as a major task, already taken up in many local communities. That wording is cut, and is not finished here. Dialogues and pronunciation are said to be provided on a CD, useful for listening to the dialogues and for speaking practice.
Korean-language education is defined as systematically teaching overseas Koreans or foreigners to speak, listen, read, and write, according to assessed ability and according to purpose, and as including an understanding of the culture that uses the language. The 2010 coursebook Korean with Female Marriage Immigrants 1, from the National Institute of Korean Language, Hangeul Park, is cited, as is Hong Hui-jong’s 2012 master’s analysis of volumes 1 and 2. Findings of that thesis are not filled in the text, and none are invented. No later official enrollment figure is added.
Sources
- an account of a 2005 Ministry of Gender Equality and Family project for Korean textbooks for female marriage immigrants, and of a 2010 National Institute of Korean Language coursebook, leaving undated “recent ten years” remarks in the account’s own period.
Last updated: 14 November 2026
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