ABSTRACT
This chapter examines the past, present, and future of content-based instruction in Korean as a second language pedagogy. The goal of the chapter is fourfold. First, it presents the theoretical underpinnings of content-based instruction whereby Korean language learners concurrently learn both Korean and the content of a target domain they are interested in. Second, the chapter compares major content-based instruction models implemented in foreign language education programs by focusing on the needs of a variety of learners, including heritage learners and learners of Korean for specific purposes. Third, it reviews the results of prior studies on content-based instruction in Korean language programs. In the last section, in addition to highlighting directions for future research, the chapter deals with the various challenges that are encountered when implementing content-based instruction as well as the strategies for overcoming such challenges.
