Reform and opening-up in China brought rapid changes in the society of ethnic Koreans in China. And those changes caused following changes in language identity and language attitude of those ethnic Koreans that eventually led to change in their language use. The present study investigates relation between changes in language identity and language attitude and their language use. The rates that Ethnic Koreans living in Jilin, China consider their mother language to be Korean(Joseon language, South Korean language and North Korean language) are different by their generations. Middle aged and older people tend more to consider Korean as their mother language compared to younger generation. Those two generations, however, showed opposed opinions about the future language they will use. More of older generation predicted that Korean will be rarely used among ethnic Koreans living in China in the future compared to younger generation. The difference of language identity and the attitude to the language across generations was reflected in their actual language use. Older generations use Korean in general.They may borrow Chinese words when they can’t come up with appropriate Korean words or sometimes show code mixing by using Chinese words and sentences while speaking in Korean. In generations younger than middle age, code mixing and code switching are more frequently observed when their conversation topics are Chinese politics and Chinese cultures. The youngest generation mainly uses Chinese and showed code switching most frequently among all generations. The language use observed differently among the generations is reflection of changes in language identity and language attitude.

Korean is one of the 55 ethnic minorities in China who is famous for their persuasion in children’s education. However, along with the development of the society, the decline in the Korean population in China, since Chinese“Reform and Open” policy in 1970’s, has caused a crisis in the education in Korean communities. Education, a vital project of lasting importance, plays an essential role in developing a nation’s sophistication. This paper aims to discover and analyze the possible explanations for the crisis in educational practices in Korean communities in China in order to provide appropriate solutions for the problem. I hope this study will contribute towards future researches in the education of Koreans in China.

이 논문은 중국에 거주하는 조선족의 정체성 확립과 동질성 회복을 위한 인터넷 네트워크 구축방안을 살펴보았다. 중국의 이촌향도 현상으로 조선족들도 도시로 흩어지고 있으며, 점차 민족의 정체성을 상실해가고 있다. 이에 따라 흩어져있는 조선족간의 활발한 정보교류를 통한 정체성 확립을 위해 이들 간에 매개체 역할을 할 수 있는 인터넷미디어를 활용할 필요가 있다. 이를 위해 조선족 사회의 인터넷 인프라를 구축하여 미디어 활용기반을 조성하고, 나아가서 인터넷을 활발하게 이용할 수 있도록 교육과 지원을 고려해야 한다. 조선족의 인터넷 기반구축과 이용활성화를 위해서는 조선족 자체의 노력이 있어야 하지만 동시에 인터넷이 발전한 한국의 다양한 지원과 제도적 후원체계 마련이 필요하다.

The aim of this paper is to examine education programs of music at the ArtSchool of Yanbian University, an academic institution for ethnic Koreans living inChina, and to present the outlook for and ways to improve the school's music education.To do so, this paper looks into first college education offered to Ethnic Koreans and secondly courses and goals introduced by the School of Art of Yanbian University. Thirdly, this paper deals with courses provided by each department of the school before proposing ways to improve the music education in the future.This research contains an in-depth analysis of education offered by the Yanbian Art School in 2001 centering on music programs. The school comprises four colleges of music. fine arts. dancing arts and drama and the Music College has been growing steadily since it was promoted to a college unit in 1993.and now has some 70 professors, 10 administrative staff and 700 students. So far about 350 music majors have graduated the school and recently a master's degree course wasopened.The music college consists of 3 departments - Music Education Departmentmostly aimed at fostering music teachers, Music Expression Department for students wishing to become musicians and Composition Technique Theory Department focused on nurturing composers and conductors. Students are judged by course scores, field research, practical training (ranging from presentation, to work production and teaching training) and thesis. Of the above, course scores are known to account for a relatively larger past of the total evaluation compared to other music schools.The last part of the paper presents ways to further develope and improve the music school as follows.First, the school must reduce the credits allocated to regular teaching courses and instead increase credits for basic music education and compulsory courses, while downsizing total credits in general.Second, the school must add popular music and video music departments to the xisting programs so that students keep in touch with modern trends music.Third, the school must promote exchange and field study programs through presentation, filed experiments, overseas study programs and credits for exchange programs.Fourth and finally, the school must create an environment where professors are committed to research work, as well as extend support for professors so that they can enhancc their knowledge and teaching skills.