KJCKorea
Journal Central

This study aims to analyze deterrents to Korean language education participation among adult immigrants who do not attend Korean language programs, and classify immigrants based on the patterns of these deterrents. It also aims to explore the characteristics of each identified immigrant group, using a newly developed Deterrents to Participation in Korean as a Second Language Scale (DPS-KSL), which was created based on previous deterrent scales, related literature, and interviews with immigrants. Data from 247 Filipino and Vietnamese immigrants were collected through surveys, and 170 usable responses were analyzed. Exploratory factor analysis identified three underlying factors: ‘negative attitudes,’ ‘social isolation,’ and ‘competing demands.’ Using these factor scores, k-means cluster analysis classified adult immigrants into five groups: ‘active young workers,’ ‘income-oriented temporary workers,’ ‘isolated long-term resisters,’ ‘integrated professional immigrants,’ and ‘married residents.’ Furthermore, the differences between the identified immigrant types for sociodemographic variables, Korean proficiency, and English proficiency were statistically analyzed, and the results were reported.

This study examines the effects of cultural openness, self-esteem, and life satisfaction on national identity of mid-entry immigrant youth and the mediating effect of life satisfaction. The results indicate that both cultural openness and self-esteem have a positive effect on national identity. Cultural openness directly influenced national identity and demonstrated a partial mediating effect through life satisfaction. In contrast, self esteem influenced national identity only indirectly through life satisfaction, demonstrating a full mediating effect. These findings suggest that fostering cultural openness and self-esteem, and improving life satisfaction are important strategies for strengthening national identity and facilitating the social adaptation of immigrant youth in Korea.

This study examines the education of Korean residents in Japan. It analyzes the current state of education provided by educational institutions responsible for educating overseas nationals, overseas compatriots, and Koreans in Japan. It explores the subjects, instructional hours, and curricula offered in Korean schools, Sejong Institutes, Korean language schools, and Korean language academies. Based on survey results regarding the educational situation of Koreans in Japan, this study discusses the purpose of education for Korean residents in Japan.