The Meaning and Ideology of Bilingual Educational Policy for Children from Linguistically Diverse Backgrounds in South Korea
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Language is the most essential forms of expression of culture. Since necessities for multicultural educationhave arisen in the field of early childhood education, discourses of bilingual education has been included aswell. The Korean government supported bilingual education program for children with linguistically diversebackgrounds. What are the goals and ideologies of national bilingual education policies for these children inKorea? This study investigated the concepts, ideologies and goals of bilingual education in the policydocument. In this study, CDA gives critical lens to investigate what the meaning of bilingual education is foryoung children with linguistically diverse backgrounds in Korea. Findings demonstrate that, the Koreangovernment promotes bilingual education for parents and children with linguistically diverse backgrounds;their intention is to assimilate them into the Korean educational context. Based on a compensatoryperspective, it was offered with the goal of reducing developmental gap between native Korean children andchildren from multicultural families. There has been little discussion of minority rights with regard tobilingual education. It is recommended that the focus on social justice and linguistic human rights issues needto be included in the process of bilingual program developing. Bilingual teachers need to be highly qualifiededucationally and linguistically and be critical since immigrant parents and their children have rights to besocially competent in Korea, but at the same time to maintain their own identity, language and pride. Childrenneed to become aware of the power differential between Korean and their mothers’ language in the Koreansociety through education.
Abstract
Language is the most essential forms of expression of culture. Since necessities for multicultural educationhave arisen in the field of early childhood education, discourses of bilingual education has been included aswell. The Korean government supported bilingual education program for children with linguistically diversebackgrounds. What are the goals and ideologies of national bilingual education policies for these children inKorea? This study investigated the concepts, ideologies and goals of bilingual education in the policydocument. In this study, CDA gives critical lens to investigate what the meaning of bilingual education is foryoung children with linguistically diverse backgrounds in Korea. Findings demonstrate that, the Koreangovernment promotes bilingual education for parents and children with linguistically diverse backgrounds;their intention is to assimilate them into the Korean educational context. Based on a compensatoryperspective, it was offered with the goal of reducing developmental gap between native Korean children andchildren from multicultural families. There has been little discussion of minority rights with regard tobilingual education. It is recommended that the focus on social justice and linguistic human rights issues needto be included in the process of bilingual program developing. Bilingual teachers need to be highly qualifiededucationally and linguistically and be critical since immigrant parents and their children have rights to besocially competent in Korea, but at the same time to maintain their own identity, language and pride. Childrenneed to become aware of the power differential between Korean and their mothers’ language in the Koreansociety through education.
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