The purpose of this study was to understand the difficulties of the returnee class teachers who take charge of the Korean language education of the returnee elementary students, and to define the successful role of the teachers.
This study tries to a...
The purpose of this study was to understand the difficulties of the returnee class teachers who take charge of the Korean language education of the returnee elementary students, and to define the successful role of the teachers.
This study tries to answer the following questions:
First, what are the difficulties the teachers have in the Korean language education for the returnee elementary students?
Second, how do the teachers control and accept the difficulties of the Korean language education for the these students?
To answer these research questions, I executed a detailed questionaire and in-depth interviews with the elementary school teachers of returnee elementary students in Seoul. There are currently five schools that manage the returnee classes for these students in Seoul. I provided sixteen teachers with the detailed questionaires in these five schools and received fifteen back. As well, in-depth one on one interviews were conducted with four of the fifteen who returned their questionaires.
The Major findings f개m this study can be summarized as follows:
First, it seems that the returnee class teachers must perform more duties and go through intensive competition instead of obtaining their benefits by the additive point system only. All elementary school teachers managing a class for returnee students are not influenced by the additive point system. But, in most of these schools there is the intensive competition and as a result, conflict in the process of selecting teachers for Korean returnee classes.
Second, Korean returnee class teachers recognize the necessity for optional training sessions, but it is often hard to fit into their schedules. The Ministry of Education and The National Institute for International Education Development, in their opinions, are lacking funds th deal with this situation and are also not providing sufficient promotions. In addition, the extra work loads and pressure felt by the Korean returnee class teachers gas compounded as a result.
Third, Korean returnee class teachers have many difficulties in vocabulary and writing surrounding Korean culture and living. This occurs because there is not sufficient background knowledge for the Korean culture of the returnee elementary student.
Fourth, the returnee class teachers usually need time and patience to understand their students and reduce the gap between one another, rather than be concerned about the national curriculum.
This study is not perfect in all aspects, but it is significant in the point of accomplishing qualitative research on the subject of teaching Korean returnee elementary students for the first time. In the future, I expect more studies on this subject to be carried out because of our necessity to understand the difficulties faced by teachers teaching Korean as a foreign language.
，韩语论文，韩语毕业论文 |
