Causes of Difficulties in Learning English among Russian-Speaking Multicultural and Immigrant Students in Jeollanam-do Middle Schools: Focusing on Children of the Korean Russian Diaspora
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This study examines how linguistic, affective, and environmental factors jointly produce English-learning difficulties among Russian-speaking multicultural and immigrant middle school students in Jeollanam-do, with particular attention to children of the Korean Russian (Koryoin) diaspora. As Central Asian immigration grows in regional Korea, learners encounter a multilingual ecology in which both Korean and English are additional languages. Using a mixed-methods design—surveys with 25 students and semi-structured interviews with three English teachers and two multicultural coordinators—the study identifies three interrelated sources of difficulty: (a) cross-linguistic influence across Russian, Korean, and English; (b) affective constraints (heightened anxiety, lower self-perceived competence, perceived marginalization); and (c) limited institutional support in regional schools. Quantitative results show that Korean-mediated English instruction intensifies grammatical and phonological confusion. Qualitative accounts reveal that fear of peer evaluation reduces willingness to communicate, while insufficient bilingual resources and low home literacy further constrain opportunities to learn. The findings support bilingual-based scaffolding, systematic collaboration between English and multicultural educators, and school-level programs that address both language development and socio-emotional well-being. By providing evidence from a non-metropolitan context, the study contributes to research on multilingual and multicultural education and offers practical guidance for building more equitable English-learning environments for Russian-speaking immigrant students in Korea.
Abstract
This study examines how linguistic, affective, and environmental factors jointly produce English-learning difficulties among Russian-speaking multicultural and immigrant middle school students in Jeollanam-do, with particular attention to children of the Korean Russian (Koryoin) diaspora. As Central Asian immigration grows in regional Korea, learners encounter a multilingual ecology in which both Korean and English are additional languages. Using a mixed-methods design—surveys with 25 students and semi-structured interviews with three English teachers and two multicultural coordinators—the study identifies three interrelated sources of difficulty: (a) cross-linguistic influence across Russian, Korean, and English; (b) affective constraints (heightened anxiety, lower self-perceived competence, perceived marginalization); and (c) limited institutional support in regional schools. Quantitative results show that Korean-mediated English instruction intensifies grammatical and phonological confusion. Qualitative accounts reveal that fear of peer evaluation reduces willingness to communicate, while insufficient bilingual resources and low home literacy further constrain opportunities to learn. The findings support bilingual-based scaffolding, systematic collaboration between English and multicultural educators, and school-level programs that address both language development and socio-emotional well-being. By providing evidence from a non-metropolitan context, the study contributes to research on multilingual and multicultural education and offers practical guidance for building more equitable English-learning environments for Russian-speaking immigrant students in Korea.