Suggestions for Child KSL Learners’ Literacy Education
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The purpose of this study is to examine the developmental aspects of literacy of Korean native children and KSL child learners as a basic discussion of academic Korean which is the core of KSL education. Also, the issues in the Korean language curriculum is to discuss. In this paper, we will limit the concept of literacy to the linguistic literacy and regard it as the ability to read and write in the academic contexts, as well as the ability to distinguish between Hanguel graphemes. As a result of examining the discussions in the fields of primary education, Korean language education and special education, the developmental patterns of linguistic literacy of Korean children showed different patterns in each period, and KSL children showed underachievement compared to Korean children in all periods but the development patterns were appeared to be different in each period. Considering these, the final achievement level of the KSL elementary school students presented in the revised Korean language course in 2017 needs to be applied differently according to the grade of the learner. Since the linguistic literacy that child KSL learners should have is based on the academic context, it is desirable to enhance the applicability of the curriculum by specifying the academic literacy apart from the general literacy. In conclusion, the analysis of this article suggests the following points in literacy education for KSL child learners. Firstly, the final achievement level of Korean should be different according to the age considering the development level of Korean native children. Secondly, the curriculum must be differentiated by age at which the KSL learners start to learn Korean. Thirdly, content of literacy education should be developed in accordance with the aspect of Korean language acquisition of KSL students which is affected by individual factors.
Abstract
The purpose of this study is to examine the developmental aspects of literacy of Korean native children and KSL child learners as a basic discussion of academic Korean which is the core of KSL education. Also, the issues in the Korean language curriculum is to discuss. In this paper, we will limit the concept of literacy to the linguistic literacy and regard it as the ability to read and write in the academic contexts, as well as the ability to distinguish between Hanguel graphemes. As a result of examining the discussions in the fields of primary education, Korean language education and special education, the developmental patterns of linguistic literacy of Korean children showed different patterns in each period, and KSL children showed underachievement compared to Korean children in all periods but the development patterns were appeared to be different in each period. Considering these, the final achievement level of the KSL elementary school students presented in the revised Korean language course in 2017 needs to be applied differently according to the grade of the learner. Since the linguistic literacy that child KSL learners should have is based on the academic context, it is desirable to enhance the applicability of the curriculum by specifying the academic literacy apart from the general literacy. In conclusion, the analysis of this article suggests the following points in literacy education for KSL child learners. Firstly, the final achievement level of Korean should be different according to the age considering the development level of Korean native children. Secondly, the curriculum must be differentiated by age at which the KSL learners start to learn Korean. Thirdly, content of literacy education should be developed in accordance with the aspect of Korean language acquisition of KSL students which is affected by individual factors.
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