Yale Korean Campus Tour Guide and Brochure
Student-created digital brochures and guided tours introducing campus locations and culture, using Korean for real-world communication and intercultural engagement.
This project engages Korean language learners in creating and delivering a campus tour in Korean, paired with a digital brochure. Students act as campus ambassadors, guiding Korean-speaking visitors (real or simulated) through meaningful locations on campus while narrating in Korean. The project combines cultural, linguistic, and communicative skills by having students reflect on their own university experiences and present them authentically to an audience. It integrates writing, speaking, and intercultural competencies through task-based, real-world application.
Alighnment
Entry Event
Build Knowledge
Assessment and Reflection
Implementation information not specified.
Language level: I-L/M
Grade level: Higher Ed.
Learning Goals:
Students will be able to:
Present information about familiar places (the university campus) in Korean using connected sentences.
Write short, informative texts for a specific audience (Korean-speaking visitors).
Use culturally appropriate language and expressions in written and spoken formats.
Collaborate with peers to produce a multilingual, multimodal product (brochure + video).
Reflect on the significance of place and identity through interaction with community members and campus partners.
Driving Questions:
How can we, as Korean language learners, create an informative and engaging virtual campus tour and brochure to help Korean-speaking visitors and prospective students explore our university?
Final Products:
Digital brochure describing meaningful or unique features of the university campus in Korean.
Virtual campus tour video guided by students and shared via the University Visitor Center, Department website, and Admissions Office.
In-Person Tour guide on Campus during Bulldog Days ( Spring- April) by students
The product is shared with a public audience: Korean-speaking prospective students, families, and visiting high school groups, local Korean community members.
Entry Event: Critical Inquiry
Students will begin by exploring the university’s current official campus tour website and promotional materials. They will be asked to reflect on two critical questions:
Why is there no Korean-language version of this content?
What’s missing when a tour is only presented from an institutional, not a student, perspective?
Learning Outcomes Addressed
Interpretive Reading/Viewing: I can understand general information from multimedia materials (e.g., campus tour videos or brochures in English).
Interpersonal Communication: I can discuss my opinions and ideas about representation and accessibility with my classmates.
Presentational Speaking: I can express my ideas about what makes a meaningful campus tour.
Cultural Competence & Intercultural Reflection: I can compare what information is presented officially versus what I, as a student, would share with visitors.
Modes of Communication Emphasized
Interpretive: Watching and analyzing existing campus tour materials
Interpersonal: Small group discussions and opinion sharing
Presentational: Brief statements or proposals on what they would include in a Korean-language tour
Intercultural: Identifying gaps and audience needs from a cultural access and equity lens
Deliverable/Milestone
Students will:
Complete a gap analysis worksheet comparing the university’s current campus tour resources with what is needed for a Korean-speaking audience
Submit a short written reflection or video (in Korean or English, depending on level) identifying the problem and proposing what they’d like to share as a student
Participate in a small group discussion or Padlet post with ideas for locations or themes that reflect student perspectives
Learning Tasks & Scaffolds
Watch the official university video tour and read the campus visit page
Discuss in small groups: “What’s missing?” and “What would I show if I were giving a tour?”
Brainstorm a list of meaningful places or experiences from a student perspective
Complete a guided worksheet to compare current materials with what they would create
Share one idea for a place to include in the brochure or video with reasoning
Scaffolds and Support
Link and access to the current university campus tour materials
Vocabulary support for discussing places, feelings, and features in Korean
Visual organizer: “University Tour – Institutional View vs. Student View”
Model language for sharing opinions (e.g., “In my opinion…,” “I think visitors would be interested in…”)
Sentence frames for low-intermediate students to express gaps and suggestions
Need-to-knows
At the project launch, students will be prompted to generate “Need-to-Know” questions by reflecting on what they must learn in order to successfully create a virtual and live campus tour for Korean-speaking visitors. These questions will fall into categories such as vocabulary, cultural practices, language forms, presentation techniques, and audience expectations.
How to manage:
As a class, create a shared Need-to-Know chart on a poster or Padlet, organized by categories:
· Language (vocabulary, grammar, expressions)
· Content (campus history, spaces, facts)
· Culture (formality, politeness, audience tone)
· Product (video recording, brochure formatting, presentation skills)
· Students will update the chart as they discover answers through lessons, peer input, and project work.
· Incorporate mini-lessons and resources based on emerging or frequently mentioned Need-to-Knows.
· The class review the chart at the end of each class to assess which questions are still unanswered and prioritize learning goals.
Build Knowledge
Learning Outcomes (ACTFL Can-Do Statements)
Interpretive Reading & Listening: I can understand information from brochures, maps, and model campus tours in Korean and English.
Interpersonal Communication: I can ask and answer questions with peers to clarify and build understanding about campus locations.
Presentational Writing: I can describe familiar places in writing using connected sentences in Korean.
Intercultural Communication: I can identify and apply culturally appropriate practices when preparing materials for Korean-speaking audiences.
Modes of Communication Emphasized
Interpretive: Reading/viewing model tours, maps, Korean-language content
Interpersonal: Pair/group discussions to clarify ideas, ask questions, and share information
Presentational: Drafting content for the brochure
Intercultural: Applying appropriate tone and vocabulary for a Korean audience
Deliverable/Milestone
Draft brochure paragraph/ List of fact sentences describing/listing a campus location in Korean
Vocabulary and language chart with key expressions relevant to their tour topic
Cultural note sheet summarizing what language or etiquette adjustments are needed for a Korean-speaking visitor
Reflection entry: What did I learn this week about how to communicate my ideas clearly to a Korean-speaking audience?
Learning Tasks & Scaffolds
Learning Tasks:
Read sample Korean tour descriptions and brochures
Watch model Korean campus or site tours (Korean universities!!, previous students campus tour videos)
Collaborate with classmates to research chosen campus locations
Brainstorm vocabulary and sentence structures related to places and directions
Take notes on formal/informal speech and culturally appropriate tour language
Draft initial descriptions for peer feedback
Scaffolds and Supports:
Korean-English vocabulary bank (with topic-based terms)
Sentence pattern handouts for place descriptions (e.g., 위치, 특징, 활동)
Graphic organizer for writing drafts
Cultural reference sheet (e.g., formal expressions, modesty, hospitality phrases)
Model video clips and sample brochures with guided questions
Peer editing checklist focused on clarity, tone, and audience match
Presentational Speaking: I can deliver prepared presentations to inform and engage an audience in Korean.
Interpersonal Communication: I can interact with Korean-speaking guests during the live campus tour in culturally appropriate ways.
Interpretive Listening: I can understand questions or feedback from Korean-speaking visitors.
Reflective Practice: I can reflect on my learning and language growth through the project experience.
Intercultural Communication Goals
Interact: I can engage appropriately with a Korean-speaking audience, showing awareness of cultural expectations.
Reflect: I can examine how cultural interaction deepens my understanding of both the Korean language and my own learning process.
Modes of Communication Emphasized
Presentational: Delivering the video tour and live tour in Korean
Interpersonal: Speaking with visitors during Bulldog Days and responding to questions
Interpretive: Understanding guest feedback and comments
Intercultural: Demonstrating cultural awareness during all interactions and in reflection
Reflective: Using the IDEAL framework to analyze growth and connect learning to future goals
Deliverable/Milestone
Students will:
Deliver their live Korean-language campus tour to real visitors during Bulldog Days
Share their video tour and brochure via the Visitor Center or course website (if applicable)
Collect feedback from audience members (short form or verbal responses)
Submit a final IDEAL-based reflection, connecting language use, intercultural growth, and purpose in learning
Optionally participate in a group debrief or panel-style share-out session to reflect on the impact of the project publicly
Learning Tasks:
Rehearse and deliver live Korean-language tours with attention to tone, clarity, and interaction
Engage with visitors during Bulldog Days through greetings, guiding, and Q&A
Collect audience responses through simple feedback forms or verbal check-ins
Complete an IDEAL reflection essay or video reflection
Participate in a final discussion or showcase session to connect their experiences with peers
Scaffolds and Support:
Cultural expression guides and example host scripts for Korean-speaking guests
Q&A preparation guides with sample visitor questions
Simplified audience feedback forms (Likert + open-ended)
The IDEAL reflection handout or guided reflection worksheet
Group support during post-tour discussion or feedback review
Instructor-facilitated wrap-up session to link learning outcomes with future applications
Share, Connect, Reflect
Presentational Speaking: I can deliver prepared presentations to inform and engage an audience in Korean.
Interpersonal Communication: I can interact with Korean-speaking guests during the live campus tour in culturally appropriate ways.
Interpretive Listening: I can understand questions or feedback from Korean-speaking visitors.
Reflective Practice: I can reflect on my learning and language growth through the project experience.
Intercultural Communication Goals
Interact: I can engage appropriately with a Korean-speaking audience, showing awareness of cultural expectations.
Reflect: I can examine how cultural interaction deepens my understanding of both the Korean language and my own learning process.
Modes of Communication Emphasized
Presentational: Delivering the video tour and live tour in Korean
Interpersonal: Speaking with visitors during Bulldog Days and responding to questions
Interpretive: Understanding guest feedback and comments
Intercultural: Demonstrating cultural awareness during all interactions and in reflection
Reflective: Using the IDEAL framework to analyze growth and connect learning to future goals
Deliverable/Milestone
Students will:
Deliver their live Korean-language campus tour to real visitors during Bulldog Days
Share their video tour and brochure via the Visitor Center or course website (if applicable)
Collect feedback from audience members (short form or verbal responses)
Submit a final IDEAL-based reflection, connecting language use, intercultural growth, and purpose in learning
Optionally participate in a group debrief or panel-style share-out session to reflect on the impact of the project publicly
Learning Tasks:
Rehearse and deliver live Korean-language tours with attention to tone, clarity, and interaction
Engage with visitors during Bulldog Days through greetings, guiding, and Q&A
Collect audience responses through simple feedback forms or verbal check-ins
Complete an IDEAL reflection essay or video reflection
Participate in a final discussion or showcase session to connect their experiences with peers
Scaffolds and Support:
Cultural expression guides and example host scripts for Korean-speaking guests
Q&A preparation guides with sample visitor questions
Simplified audience feedback forms (Likert + open-ended)
The IDEAL reflection handout or guided reflection worksheet
Group support during post-tour discussion or feedback review
Instructor-facilitated wrap-up session to link learning outcomes with future applications
Assessment
Performance-based rubrics will be provided for written and spoken Korean (clarity, accuracy, structure, and audience focus), peer and self-reflection, and the quality of the final public product.
Students will investigate and respond to a real-world challenge: how to create accessible, engaging campus tour materials for Korean-speaking prospective students and families, Korean graduate students, and local Korean community members. Through this process, they will engage in problem-solving, audience analysis, and intercultural communication.
Reflection Assessment Questions Based on the IDEAL Model
This reflection framework is based on the IDEAL Model (Identify–Describe–Examine–Apply–Link) (Lee-Smith, 2025), adapted from the DEAL Model developed by Ash & Clayton (2009) to support critical reflection and integration of real-world learning into language education contexts.
For Learners:
I – Identify
Which part of the campus did you introduce?
What was your role or responsibility in the tour or brochure/video production?
D – Describe
What did you do to prepare for your brochure, video, or live tour?
What kind of feedback did you receive, and how did you revise your work based on it?
E – Examine
What challenges did you face when using Korean to describe your topic to a real audience?
What did you learn about adjusting your language for clarity, tone, and cultural appropriateness?
A – Apply
How did this experience help you use Korean in a real-world context?
How did it affect your confidence in using Korean outside the classroom?
L – Link
How does this project relate to your future academic, personal, or professional goals?
What insights or skills will you carry forward from this project into future language use or communication?
For Audience:
Identify
Which part of the tour was most memorable or helpful for you? Why?
Describe
What did you learn about the campus from the student guide’s perspective?
Examine
Did the student guide communicate clearly and appropriately in Korean?
Apply
Would you recommend this tour to other Korean-speaking visitors? Why or why not?
Link
What feedback do you have for the student presenter(s)?
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