We introduced the notion of `settlement' within the context of Korean language education and delineated its implications for the direction of education. We technically clarified the nuances and conceptual framework surrounding the term `settlement', drawing from both literature reviews and governmental policy. A key aspect of our analysis involved distinguishing between `migration' and `residence', and the concept of `settlement' was formulated within an ecological paradigm. This framework underscores the integration of the Korean language into the daily lives of foreigners, fostering the development of community cultures centered on interpersonal relationships. Moreover, we outlined a strategic approach to Korean language instruction tailored for settlers with a particular focus on individuals holding F-2-R visas. By synthesizing academic insights into `settlement' and the dynamics of foreign settlement processes, we proposed a roadmap for designing and implementing effective educational programs. Nonetheless, the multifaceted usage of the term `settlement' poses challenges, as discussed in this study. Specifically, we identify two obstacles: the need for customized education plans catering to distinct categories of foreigners, and the imperative to structure Korean language education in alignment with both formal and colloquial linguistic registers. Addressing these challenges is essential for developing a comprehensive and tailored approach to Korean language education for foreign settlers.