초등 한국어 교육을 위한 몇 가지 과제

Abstract

The purpose of this study is to discuss some of the Korean language educational problems in the classroom for children of multi-cultural families. The results from previous studies indicates multi-cultural with students have some problems with the language in the classroom. First, multi-cultural students are under a lot of pressure from coursework. Second, they have an insufficient level of CALP(Cognitive Academic Language Proficiency). Most importantly third from they’re suffering from a lack of open communication between home and their school. Moreover, teachers have trouble preparing lessons for their multi-cultural students. It is difficult to judge how much students really understand academic language, and are unable to utilize enough teaching materials to teach them how to link academic language and curriculums. It is the goal of the Korean education system to improve a leaner’s communicative, creative, evaluative, and critical language abilities in the language curriculum for general Korean students. However, the goal of the Korean language curriculum for multi-cultural students is to improve a leaner’s BICS(Basic Interpersonal Communicative Skills) and CALP(Cognitive Academic Language Proficiency) rather than to enhance creative, evaluative, critical language ability. Therefore, we’ll have to be aware of multi-cultural students’ background and growing characteristics, resolve problems; set specific goals for them, extend teacher training opportunities, increase the link between academic language and curriculums, and develop textbook supplements for multi-cultural students to be competitive in ther Korean Educational system.