Won Jin-sook (Professor, Seoul National University of Education)

Won Jin-sook is a professor in the Department of Korean Language Education at Seoul National University of Education, where she has been actively involved in training future elementary school teachers. She has played a key role in developing the national Korean language curriculum and creating national textbooks for elementary schools. Her work also includes the development of KSL (Korean as a Second Language) curricula and materials for multicultural students, designing bilingual education programs, and creating teacher training programs to enhance multicultural teaching competencies. Won is the author of several books, including Understanding Korean Language Education, Teaching Speech Communication, and Theories of Multicultural Education in School and has published numerous academic papers. She is currently a visiting research professor in the Department of CML at George Mason University, where she is conducting research on the impact of Korean language schools on the linguistic and cultural identity of diaspora children. 

Fairfax County, just 20 to 30 minutes from Washington, D.C., is home to George Mason University (GMU), where I am spending my sabbatical year. My work in language education for multicultural students over the years has underscored a key insight: language and identity are inseparable. For a long time, I aspired to study the linguistic and cultural identities of overseas Korean children growing up in bilingual and bicultural environments. This year, that aspiration became a reality as I began teaching at a local Korean language school while conducting fieldwork in the very community I had long wanted to research.

There are currently around 1,000 Korean language schools across the United States. Given the vast sociocultural diversity in the U.S., the structure and programs of these schools vary widely by region. My research started at a Korean school in Fairfax County, making it fitting to begin by understanding the sociocultural context of this area, located just outside Washington, D.C.

The school where I began teaching and conducting fieldwork, The Central Korean School (TCKS), is among the most highly regarded of the 70 weekend Korean language schools affiliated with the Washington Association of Korean Schools (WAKS), part of the National Association for Korean Schools (NAKS). Located in Centreville, which boasts a large Korean community, the school operates within the Central Presbyterian Church, a major institution for the local Korean diaspora. For over 25 years, TCKS has set a standard of excellence, supported by a highly organized educational system. With 270 students, 30 classes—including special programs like Taekwondo and Samulnori—30 teachers, and 30 assistant teachers, the school runs on an impressive scale.

Fairfax County is renowned for having one of the best public education systems in the United States, earning it the nickname "America’s Sky Castle." It is no exaggeration to say that many Koreans have chosen to live in this high-cost area largely because of its educational opportunities. The county is home to prestigious schools like TJ High School for Science and Technology, which sends many students to Ivy League universities. Additionally, Fairfax offers excellent ESOL (English for Speakers of Other Languages) programs, as well as elementary schools with Korean immersion programs. For Korean families deeply invested in their children’s education, and for “Kireoki families” who have made significant sacrifices for better educational opportunities, Fairfax County is a natural choice.

The appeal extends beyond the public school system. Fairfax County’s strong academic infrastructure and extracurricular offerings ensure students receive a well-rounded education. Korean is designated as a major World Language from elementary through high school, making it one of the most competitive subjects. Moreover, the thriving private education sector tailored to Korean parents adds to the region’s appeal. It is no surprise that Centreville has developed into a flourishing Korean town, supported by these educational and cultural dynamics.

Unlike in Korea, where the school year begins in the spring, American schools—including Korean language schools—start in the fall. TCKS launched its new academic year in September with a well-orchestrated opening ceremony. Throughout the summer, the school held teacher workshops and participated in academic conferences and online training sessions organized by WAKS, all designed to enhance teachers' professional development and ensure thorough preparation for the new year.

The opening ceremony itself was a striking experience. Parents and children filled the gymnasium early in the morning, while teachers and assistants busily prepared for the day. Despite the challenges of immigrant life, these parents made the effort to bring their children to school on a Saturday morning, committed to helping them develop a strong Korean-American identity through Korean language and culture. The teachers, with warmth and dedication, welcomed the students and their families, creating an atmosphere of excitement and anticipation. The energy in the room was palpable as bright-eyed children eagerly found their classrooms, ready to begin their Korean language journey.

One aspect that particularly stood out to me was the diversity of the student body at TCKS. The students included not only Korean-American children but also a significant number of children from White, Black, and Latino families, as well as adult learners. This reflects the growing global interest in Korea, driven in part by the influence of K-pop and the popularity of BTS. In Fairfax County, where Korean is recognized as one of the major foreign languages in public schools, many parents view proficiency in Korean as a valuable asset for their children's future. This makes the Korean language school a unique “third space,” defined by the intersection of languages, cultures, and ethnicities.

Living as part of a diaspora and maintaining a strong sense of identity as a minority is no easy task, especially in a country like the United States. Instilling Korean language and culture in children who grow up speaking English presents an even greater challenge. Yet, through the efforts of parents striving to preserve their heritage, and teachers who, as one put it, "feel like I’ve become Yu Gwan-sun after teaching here for so long—really, all Korean school teachers are Yu Gwan-sun," these Korean language schools continue to thrive. The children’s eagerness to learn Korean, even at the expense of their Saturday mornings, is a testament to the crucial role these schools play in shaping the next generation of well-rounded, bicultural Korean-Americans.

Ultimately, Korean language schools serve as “Korea within America,” nurturing environments where the next generation of Korean-American children can grow into confident, bicultural individuals. These schools are more than just places of learning—they are cultural seedbeds, deeply rooted in the shared efforts of parents and teachers to cultivate and sustain Korean-American identity.