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This study aims at providing the teaching method of Korean Culture Education, which is required to meet the needs of the times, so-called ‘multicultural society’. In order to attain this goal, it is necessary to reconsider the current state of Kor...

This study aims at providing the teaching method of Korean Culture Education, which is required to meet the needs of the times, so-called ‘multicultural society’. In order to attain this goal, it is necessary to reconsider the current state of Korean Culture Education and suggest the aim of Korean Culture Education in the point of ‘multicultural education’. This background is coming from the mood of dramatically changed Korean society positioning in the middle of the diversified multi-cultural environment.
Considering this given circumstances, it is so natural that the Korean Culture Education is required to understand and absorb the existing multi-cultural environment. Nevertheless, the current Korean Culture Education is defined as the Culture Education within Korean Language, that is, unilateral and fragmentary education only to deliver the Korean culture as the version of knowledge. If the multi-cultural society in which Korean language learners with various cultural backgrounds live can be acceptable as a socially universal phenomenon, the Korean Culture Education is recommended to find its new way of education.
This study is based on the perception that a place for the Korean Culture Education should be a space to share and communicate for various cultures. It also should be a space to be open to create a new culture. This perception will influence Korean language learners so they become proactive and creative so as to find the approach for improving cultural competence to communicate between different cultures. Therefore, this study proposes that Korean Culture Education is suggested to be practical and pragmatic knowledge and skill for ‘Cultural ability’. A method of the practical and pragmatic education is to provide ‘the Korean Culture Education based on the contexts of multicultural communication’ to improve intercultural communicative competence through interaction between learners in the classrooms.
For providing this teaching method, this study focuses on the concept of ‘Interculturality’ that it is played an important role in a diverse communicative contexts: especially, so to speak, ‘interactive tool’ in this study. As a result, ‘Interculturality as a interactive tool’ is applied to ‘4 Steps – Review’(4SR), which is made for learning and teaching process in the Korean Culture Education.
Chapter Ⅱ examines the current state of the Korean Culture Education and suggest the aim of the Korean Culture Education. In this regards, it is conduced to the direction of the Korean Culture Education in the needs of multicultural society. The direction of the Korean Culture Education is to providing ‘the communication-centered Korean Culture Education’, particularly is useful learners when they communicate with each other in the contexts of multicultural communication.
Chapter Ⅲ examines the notion of ‘the contexts of multicultural communication’ in this study and the concept of ‘Interculturality’. Then it defines the correlation of ‘the contexts of multicultural communication’ and ‘Interculturality’. In order to reveal the functional role of ‘Interculturality’ in the contexts of multicultural communication, investigates the s of students that participated in the Multicultural Programs. Because the s is sort of a description of themselves impressions from personal firsthand experiences, there are many descriptions about interactive experiences in the contexts of multicultural communication. From the point of ‘border’ and ‘communication’, it defines the functional role of ‘Interculturality’, so to speak, ‘border 1-2-3’ as a ‘interactive tool’ in the communication.
Chapter Ⅲ proposes the learning and teaching process made by interculturality, so-called, <4SR> model for the Korean Culture Education based on the contexts of multicultural communication. Futhermore, based on this model, it simply set two examples of the learning and teaching process for foreign students in the Korean Culture Education.
Finally, this study is considered meaningful in that it studied the teaching method of the Korean Culture Education using ‘Interculturality’ as a functional tool, which is defined ‘Interaction’ in the communication as cultural points of view and explanation. And because it has never been used in Korean Culture Education studies, this study suggests a new direction through this.

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