다문화가정 아동의 한국어교육과 이중언어교육: –미국⋅캐나다 사례 중심으로
Korean language education and bilingual education for children from multicultural families: Focusing on the case of the U.S. and Canada
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From the end of the 20th century, Korea has led to the entry into a multicultural societ y due to the rapid influx of foreigners. Based on literature data and previous studies, this article aims to explore the direction of a specific and systematic education method for bilin gual education by stage and age of children from multicultural families. Furthermore, based on the results, it is intended to contribute to resolving communication problems, poor acade mic performance, and identity confusion among school-age children. To this end, we looked at the cases of bilingual education in Canada and the United States, which are countries t hat are 20 years ahead of us in bilingual education and have established themselves as sa mples of language education. As a result of synthesizing the discussion on the concept of bilingual education, it can be defined as education that helps a person learn and utilize two languages through two language education. Currently, Korea is in the entry stage of a mul ticultural society, but bilingual education for children of multicultural families is insufficient. Currently, various bilingual education is being conducted centering on policy schools and fa mily centers, but it is still insufficient to solve the problems of school-age children, and it is necessary to find directions for bilingual education from various angles. Accordingly, by looking at the cases of Canada and the United States. As a result, first, entry into a multi cultural society is a serious task facing our society. Therefore, bilingual education in the U nited States and Canada, which is natural and slowly learned, can help find solutions to la nguage problems that may occur at home or school. Second, the 'mother method' and the 'multiple age groups' can have a positive effect on the cultivation of the personality of chi ldren from multicultural families with a family atmosphere. Third, public education and com pulsory education can prevent poor academic performance by early initiation of bilingual ac quisition in the same group. Fourth, it can be encouraging to form an identity and grow i nto a global talent.
Abstract
From the end of the 20th century, Korea has led to the entry into a multicultural societ y due to the rapid influx of foreigners. Based on literature data and previous studies, this article aims to explore the direction of a specific and systematic education method for bilin gual education by stage and age of children from multicultural families. Furthermore, based on the results, it is intended to contribute to resolving communication problems, poor acade mic performance, and identity confusion among school-age children. To this end, we looked at the cases of bilingual education in Canada and the United States, which are countries t hat are 20 years ahead of us in bilingual education and have established themselves as sa mples of language education. As a result of synthesizing the discussion on the concept of bilingual education, it can be defined as education that helps a person learn and utilize two languages through two language education. Currently, Korea is in the entry stage of a mul ticultural society, but bilingual education for children of multicultural families is insufficient. Currently, various bilingual education is being conducted centering on policy schools and fa mily centers, but it is still insufficient to solve the problems of school-age children, and it is necessary to find directions for bilingual education from various angles. Accordingly, by looking at the cases of Canada and the United States. As a result, first, entry into a multi cultural society is a serious task facing our society. Therefore, bilingual education in the U nited States and Canada, which is natural and slowly learned, can help find solutions to la nguage problems that may occur at home or school. Second, the 'mother method' and the 'multiple age groups' can have a positive effect on the cultivation of the personality of chi ldren from multicultural families with a family atmosphere. Third, public education and com pulsory education can prevent poor academic performance by early initiation of bilingual ac quisition in the same group. Fourth, it can be encouraging to form an identity and grow i nto a global talent.
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