다문화 가정 중등 학습자 대상의 한국어 교재 개발 방향

Abstract

The main focus of research thesis starts from the viewpoint that as a growing number of children of multi-cultural families attend secondary schools in recent years, the targets of policy concerns and supports for these children must be expanded to secondary education learners. Problems that secondary learners and children of multi-cultural families have due to a poor communication skill have something close to do with a lack of power to understand Korean culture. The things bring about worse consequences to lead those students to become slow learners; to make them have difficulties in becoming adapted to their school life; in the end, to force them to drop out of schools. Therefore, it makes sense to provide comprehensive policies and supports of Korean language education for secondary learners and children of multi-cultural families, and to help those students become adapted to their school life and Korean society. Specifically, it is needed to steadily improve Korean language education systems at a secondary education level by finding out objectives and principles of Korean language education suitable for secondary learners, and developing(revising) Korean language curriculum, and seeking ways to provide pertained textbooks, teaching methods and evaluations. In particular, Korean language textbooks for secondary learners must be published with the focus on strengthening competence of basic Korean language and instrumental languages necessary for any other educational lessons, and accessing multi-cultural values. If textbooks are developed that have systemic structures of objectives, contents, methods and evaluations of education aiming to enhance literacy competence of learners born and raised in multi-cultural families, most leaners of multi-cultural families would be improved in their ability to communicate in Korean, and fulfill better school performance, and become well-adapted to their school life. It is expected that these developments would contribute not only to minimizing the frequency that those students of multi-cultural families drop out of their schools, but to making them become each independent social member.