As Korean society becomes global, many foreigners and much foreign funds comes into Korea. So international marriage increases and Korea is shifting into multiethnic, multicultural society rapidly. Since Korean multicultural families have low socia... As Korean society becomes global, many foreigners and much foreign funds comes into Korea. So international marriage increases and Korea is shifting into multiethnic, multicultural society rapidly. Since Korean multicultural families have low social economic status and experience maladaptation owing to the differences from communication and culture, it is necessary to teach children and mothers of multicultural family Korean, but the Korean teaching is rare. The purpose of this study was to explore the application of Korean learning program for multicultural family children and mothers combination whose children attend daycare center, to examine the needs of the Korean learning program for multicultural children and mothers, to find a way of Korean learning and develop learning materials and teaching method based on the 'Nuri Process Program for 4-5 years old', and to suggest the way to practice the Korean learning program for multicultural family children and mothers in daycare center. The followings are study questions. 1. How much can the mothers do Korean? 2. How much can the children do Korean? 3. Is the Korean program effective? By applying 'Korean Program for Multicultural Family Mothers-Children Combination ' I investigated how their Korean skills changed. To apply the Korean learning program for the children I used Crawford's (1993) 'The Model Introducing and Exploring Multiculture with Child Literature' and composed 4 kinds of activities( introduction, proceeding, interaction, and expanding) based on the books of Crawford's Model. I revised Park's(2001) multicultural teaching activities to make them available for this study. Participants were mothers and 4-5 years old children of J daycare center in Jung-gu, Seoul. Interview tool was 'Korean Program for Multicultural Family Mothers-Children Combination ' by the Ministry of Education, Science, and Technology(2008). The results of this study were like these. Firstly, as multicultural mothers didn't hear spoken Korean during childhood, they had trouble in pronunciation, reading, comprehension, and vocabulary in Korean. They knew that they had to speak, understand, read, and write Korean correctly for themselves. They said it is essential for mothers and children to learn Korean according to their nationality, academy career and personality. Secondly, because multicultural family children didn't develop their Korean during critical period of language development, they showed vocabulary delay. The reason of their vocabulary delay is that their mothers spoke their tongue language but Korean partly. So their children had difficulty and confusion in Korean expression. Thirdly, Korean Program helped the mothers to realize the importance of their participation in 'Korean Program for Multicultural Family Mothers-Children Combination ' and to understand Korean culture and society. This result suggested that it is necessary to introduce 'Korean Program for Multicultural Family Mothers-Children Combination ' in daycare center to enlarge the opportunities of multicultural mothers' Korean learning. Fourth, most of the multicultural mothers felt anxiety about their children's Korean learning and didn't have confidence in Korean learning and information. Thus, the Ministry of Education, Science, and Technology needs to supplement these problems and to support the Korean learning of the multicultural family mothers and children. These results showed what elements and needs there are in Korean learning of multicultural family to support it properly. By examining the effects of Korean learning of multicultural family on their children, this study provided basic data to improve Korean learning quality of multicultural family. ，韩语论文题目，韩语论文 |
