재외동포, 이주 및 다문화 배경 구성원 대상 한국어 교육 정책에 대한 소고 -외교부, 법무부, 여성가족부의 한국어 교육 사업을 중심으로-

Abstract

The purpose of this study was to derive implications for the policies on the Korean language education by examining policies and major projects and considering problems of the Ministry of Foreign Affairs, the Ministry of Justice, the Ministry of Gender Equality and Family which are the government departments that oversee Korean language education policies for foreigners in Korea and abroad. With the examination of The Korean language education policies and project data of each ministry from the 2000’s to the first half of 2021, the changes and characteristics of major projects were described as four criteria: curriculum and textbook development, teacher training, education support and integration/liaison between curriculums. When the documents of the three ministries were categorized according to the analysis criteria, the documents in the curriculum and textbook development area were the most common as 73(47.1%), the area of education support was 40(25.8%), the area of teacher training was 37(23.9%) and the area of integration/liaison between curriculums was 5(3.2%). This showed that the three ministries focused most on the curriculum and textbook development area and the rest of the standards differed slightly by ministry. The result of examining the characteristics of work showed that all three ministries were conducting Korean language education business by targets. With the diversity of the purposes of learning Korean language and the complexity of beneficiaries of the Korean language education business, it was found that there were limitations in business categorized by targets. In the development of Korean language textbook, all three ministries were relatively well coordinated with the National Institute of Korean Language the primary concern department. It was also confirmed that the Ministry of Foreign Affairs and the Ministry of Justice focused on developing their own educational materials according to their departmental characteristics. In terms of teacher training, the Korean language teacher certificate under the supervision of the National Institute of Korean Language was recognized. However the Ministry of Foreign Affairs was promoting a system such as the Hangul school teacher certification system. And the Ministry of Justice was making efforts through multi-cultural society specialist program and the Ministry of Gender Equality and Family through re-education of visiting Korean language teachers. To consolidate policies, it was still necessary to operate a higher level department dedicated to the reorganization and the operation of the Korean language education policies. It was also confirmed that it was necessary to accumulate information in big data on beneficiaries and non-beneficiaries of Korean language education.