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Raising children in America, many Korean parents share a “weekend ritual”: sending their children to Korean language schools. The importance of understanding one’s roots and learning the native language is undisputed among immigrants. Though somewhat belated compared to over a century of Korean immigration history, the National Association for Korean Schools (NAKS), established in 1981, has played a pivotal role in educating second-generation Koreans about their identity, language, history, and culture. Their contributions can be likened to that of “independence activists” or “civil ambassadors.” In order to introduce NAKS, which passionately fulfills a crucial role in the immigrant community, we conducted a Q&A with Professor Sunmi Jung Oh, the 19th President of NAKS. Professor Oh is a Korean language instructor in the Global Studies & Modern Language Department at Drexel University and principal of the Bucks County Korean School in Pennsylvania. She has been steadfastly committed for 30 years to educating Korean-American youths and fostering their development as future civil ambassadors.
Interview, Written by Gabi Choi, Photo Courtesy: President Sunmi Jung Oh
Interview Introduction
I am pleased to meet you through this interview, President Oh.
Hello, readers of Mom & I. My name is Sunmi Jung Oh. As previously introduced, I am the 19th President of the National Association for Korean Schools and teach Korean in the Global Studies & Modern Language Department at Drexel University in Philadelphia. I am also the principal at Bucks County Korean School. I have been in the U.S. for 30 years. My husband, who teaches English literature, and our two sons, who humorously claim to have attended Korean school since before they were born, form our family.
Brief Overview of NAKS
When was NAKS established, and what are its core tasks?
NAKS is an organization representing over 1,000 weekend Korean schools across America, aiming to instill a strong sense of identity and pride in the Korean-American next generation. Founded in 1981, it is registered as a non-profit with the U.S. federal government. The association has 14 regional chapters nationwide with approximately 80,000 students across about 1,000 member schools. Its roles include enhancing the development of member schools and professional development of educators, as well as improving Korean language and cultural education for second-generation Koreans. Through various events, national councils, and educational collaborations, we strive for effective education.
Cooperation with the Korean Government
How does NAKS collaborate with the Korean government?
The Overseas Koreans Foundation under the Ministry of Foreign Affairs provides funding to Korean schools and associations, while the Ministry of Education supports initiatives like the SAT Korean mock exams and the NAKS-ACTFL certification for Korean language teachers. The National Institute of Korean Language offers intensive training sessions, providing instructors and content. Additionally, we produce history textbooks and maintain an MOU with Cheongju City, promoting the Jikji camp for students. This year, we conducted a Unification Camp in collaboration with the Unification Education Institute under the Ministry of Unification, alongside private organizations such as the Overseas Koreans Education Promotion Foundation, Kim Gu Foundation, and Dokdo Foundation for various educational activities.
Reasons for Selection as NAKS President
Considering the varied tasks you've undertaken over the past year, albeit belatedly, why do you think you were chosen as the association's president?
This is perhaps the toughest question. (laughs) Possibly because of my long service and experience within NAKS, coupled with my profession of teaching Korean, people might believe I would actively enhance programs for Korean language teachers. (smiles) More importantly, those who have attended my Korean language lectures over the years have appreciated my passion, which played a significant role. Remembering their support keeps me grounded and committed to doing my best. Therefore, I will continue serving earnestly in the remaining year of my term.
Key Tasks During Tenure
Could you briefly evaluate the core objectives and achievements during your tenure?
Key initiatives include the NAKS-ACTFL Korean teacher certification, designed to bolster teachers’ self-esteem and professionalism, and the English translation of the NAKS standard curriculum. Preparing groundwork for next-generation education is crucial, even if immediate results aren't visible. My role has been to prepare and plant seeds for future successes. While NAKS has gained recognition both internally and externally, it’s imperative to establish it as a professional Korean language education institution in the U.S. By collaborating with ACTFL, a recognized entity, we aim to demonstrate our curriculum's professionalism, enabling Korean programs to be acknowledged for academic credit in public schools. Ultimately, nurturing future leaders from our younger generation is a compelling goal.
Personal Journey in Korean Schools
Could you share your journey from your first involvement with Korean schools to your current position and the mission you attribute to Korean schools?
I arrived in America in 1989. My husband was teaching at a Korean school back then, and I got involved when I filled in for him during a conference. This sparked a nearly 30-year commitment to Korean schools. Initially, adjusting to American life was challenging, but interacting with the children at Korean school revitalized my energy and motivated me. Thus, my life in America started and grew alongside Korean schools. Sometimes I feel like my purpose in the U.S. is to teach at Korean schools, and I am immensely grateful to my family for their unwavering support. Hearing from former students that I was their best teacher reinforces my commitment.
Advice for Korean Parents in the U.S.
What stance do you think Korean American parents should take concerning their children’s Korean language education and identity formation?
Parents face numerous dilemmas while raising children in the U.S., such as whether to speak Korean at home or how long to continue sending their children to Korean schools. However, prioritizing identity and language education ensures gratitude from your children later on. It is crucial for parents’ interest in Korean schools to benefit their children. Identity education doesn’t have a visible impact; it’s a long-term project requiring coordination among teachers, students, and parents. We organize Korean visit programs with government agencies to provide firsthand experience, which is invaluable. The programs are excellent, as evidenced by students’ reluctance to return home from them.
Role of Korean School Teachers
Considering the difficulty of conveying the importance of Korean language education to children, what role do teachers play in this educational process?
Indeed, teachers play a crucial role in Korean language education. The saying I fear most is, “You teach as much as you know.” Korean teachers strive to enhance their professionalism through various workshops and online training. I believe a passion for teaching and a spirit of service are essential qualifications for Korean school teachers. While professional knowledge can be acquired through continuous effort, a lack of service spirit and love can hamper fulfilling the role of a Korean identity educator. It's inspiring to see teachers dedicate countless hours to prepare for weekend classes. As next-generation instructors increasingly emerge from those born or raised in America, I have high hopes that they will actively contribute to this field, supported by NAKS initiatives like the “Next-Generation Leadership Workshop.”
Hopes for Remaining Term
Could you share your aspirations for the remainder of your term and any advice for parents?
Since starting at Korean schools, my goal has been to develop students who function as civil ambassadors enlightening others about Korea. I envisage a movement where graduates from NAKS schools unite to mentor successors and actively promote Korea in America. I encourage parents to embrace this role of advocacy, support Korean schools, and remain engaged with their children’s education.
NAKS Group Photo
Authored <Korean 1> textbook, Developed NAKS Standard Curriculum, NAKS Standard Evaluation Items Contributor, 29 years of teaching experience
