As the ethnic Korean-Chinese nationality recovery and international marriage immigrants have been risen, there have been an increasing number of cases annually where children living apart from their parents in foreign countries immigrate to Korea. But immigrant youths' lack in understanding the Korean language and Korean culture interrupts the advance to regular educational institutions, and moreover, this brings about school deviation more and more. Thus multicultural preliminary and alternative schools are being expanded and run to help immigrant youths adapt themselves before going to school. In this regard, the purpose of this research study is to investigate whether multicultural preliminary school programs designed to help immigrant youths adapt themselves early are being carried out properly. And this study is going to understand the patterns of the adaptation of these youths, and through it, to identify the fundamental roles of preliminary schools and the educational suggestions by describing, in depth, the narratives of events these youths have experienced in school, with the use of narrative inquiry. To achieve the purpose, this research study conducted a narrative interview survey of total 6 adolescents including three adolescents entering regular schools after preliminary education and training, and three adolescents entering regular school without preliminary education and training, respectively in turn. This study analyzed the patterns of immigrant youths' adaptation of regular schools and the role of preliminary schools. As follows are the patterns of immigrant youths' adaptation after preliminary education and training and without preliminary education and training. The research outcome of experiences of immigrant youths after regular and preliminary schools shows that there is the presence of factors of 'after-school activities, counseling activities, career guidance, career understanding, mentioning activities' in addition to major factors of 'school work, relationships with friends and teachers, school rules.' Experiences in regular schools are categorized into 'high Korean language competence,' 'the establishment of close relationships,' 'the establishment of emotional stability,' 'understanding and complying to school rules,' and 'high academic motivation ' On the other hand, experiences in preliminary schools are categorized into the top key words: 'the discovery of interest and talent,' understanding about the Korean language and Korean culture, 'the sociable development,' 'the establishment of emotional stability.' The analytic result of the study on the correlations between those categorized key words reveals that experiences of multi-factors in preliminary schools have had complex influences in the process of becoming adapted to regular schools. For example, experiences of 'Korean language learning,' 'understanding about the Korean language and Korean culture' in preliminary schools have been associated with 'high Korean language competence' in regular schools. This has exerted the positive effects on 'school work and relationships with friends' in regular schools. Meanwhile, the research outcome of immigrant youths' experiences in regular schools without preliminary school education and training unveils that there is the presence of factors of 'after-school activities, a lack in understanding the Korean culture,' 'problems with games or families' in addition to major factors of 'school work, relationships with friends, school rules.' Regarding factors of adaptation in regular schools, 'low Korean language competence,' 'limited relationships with friends,' 'unfulfillment of school rules,' 'indifference to school activities,' 'prejudice to Koreans,' 'game addiction,' 'quarreling with parents,' 'economic problems' are categorized into top key words. By providing each key word and various factors of preliminary schools, stated above, the expectation and role of preliminary schools necessary to help immigrant youths adapt themselves to regular schools can be presented. For instance, experiences related to 'low Korean language competence' in regular schools can be complemented by 'Korean language learning,' 'high academic motivation,' 'understanding about career.' Besides, 'Korean language learning' in preliminary schools can be supported by 'school work and relationships with friends' in preliminary schools, while 'understanding about career' can be sustained 'career guidance' in preliminary schools. Taking it into account, preliminary schools have important influences in helping immigrant youths adapt themselves to regular schools at every level, in other words, assisting them to 'enhance their Korean language competences,' 'provide Korean language education,' 'develop sociability.' Therefore, it can be said that preliminary schools to help immigrant youths adapt themselves to regular schools assume the important role.
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