The objectives of this study were to survey the current state of literacy education in multicultural families based on their lives and to examine closely the needs of multicultural families for improving reading ability, which is the base of literacy ...
The objectives of this study were to survey the current state of literacy education in multicultural families based on their lives and to examine closely the needs of multicultural families for improving reading ability, which is the base of literacy enhancement, in consideration of their difficulties and situations.
The researcher conducted this study using narrations collected through in‐depth interviews of seven mothers who were married immigrant women in multicultural families and had elementary or secondary school children. As qualitative research, this study microscopically described the seven narrators’ personal memories, experiences, and psychologies. The focus of this study was tracing methods adopted by multicultural family mothers for enhancing their children’s literary and difficulties that they were faced with, and presenting what they expected from school and society based on their voices and experiences.
The interviewed multicultural family mothers showed that their various experiences in learning the Korean language had a significant effect on their children’s acquisition and use of the Korean language. Particularly when the mothers themselves felt stress or fear because of the Korean language, they failed to educate the language to their children or missed the right time and, as a result, their children’s language education was delayed. In such cases, children, entering the elementary school, may show a lower literacy level of Korean language skills in speaking, reading, writing, and comprehension compared to ordinary Korean children. When multicultural family mothers learned the Korean language actively and educated their children as passionately as ordinary Korean parents did, however, the children followed school education and some of them were even outstanding.
Furthermore, multicultural family mothers expressed their expectation for the mature settlement of multicultural families in Korean society and the enhancement of literacy as follows.
They requested the support of visiting reading teachers, support of book budgets, deployment of Korean language teachers at multicultural support centers, operation of special reading classes for multicultural family children at elementary schools, Hangeul teaching for first graders at elementary schools, education of multicultural family mothers with elementary school children, multicultural education for ordinary Korean students, provision of books from the home countries of multicultural family mothers, operation of professional mentoring system, etc.
Multicultural families in Korean society are community members, and their sufferings and difficulties should not be overlooked. Of course, national and social supports and efforts are being made for multicultural families in various ways. Yet for the best effects of such efforts, it is necessary to consider what multicultural families are in need of, when, and how. Most of all, their literacy should be enhanced so that they be independent and able to carry out their responsibilities and roles as the members of Korean society.
，免费韩语论文，韩语论文范文 |
