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Hyeryon Hong. 2009. Teaching Korean Language Applying Inter-cultural. Journal of the International Network for Korea Language and Culture. Vol. 6-2. 209-228. Up to the present, the number of foreign laborers and immigrants for marriage grows rapidly and the number of children of multi-cultural families and the foreign students coming to study abroad increases every year. Meanwhile, we, Koreans, have always emphasized that Korea has one race with homogeneous lineage, single culture, and a single language. Now, we must change our thoughts about the concept of homogeneity and accept things and custom of various culture backgrounds from those who immigrated to Korea. When we teach them Korean, we have to teach them history of Korea, social values of Korea, emotional values of Koreans, Korean family relationship as well as Korean language. Moreover, Korean teachers must know about the learners’ mother tongue and culture, which can facilitate the foreign learners’ study of Korean. The physical space of learners also differs. Some of them are learning Korean in Korea, where Korean is spoken, but, some are in the learner’s country, where the learner’s mother tongue is spoken. But, in the long run, their ultimate goal is to make it possible to communicate with and in Korean. In addition, it also can be a goal to educate Korean through which help increase the knowledge on academic fields, Korean culture, and the comparison with learner's native language and Korean. Because language, in the final analysis, is inseparably related to society, foreign students must also learn Korean culture for better and correct communication in Korean. Thus, it is important for language instructors to teach cultural aspects of a language. To do so, the instructors need to know about the complete understanding of both the culture of learner’s country and the culture of society where target language is spoken. Teachers of a language should learn history, economy and culture of other countries’. It is needed to provide teachers with training program for understanding cultures in domestic and abroad. The teacher can design curricula available for foreigners after choosing a proper methodology of teaching. In addition, the texts for foreign learners must be selected carefully. The text must contain cultural contents of Korean and the learner’s country as well as grammar. It will help learners to accept Korea and Korean easily. To educate new language is not a problem that can be solved in a short time. It is desirable to study constantly. (Chiangmai Rajabpat University)