This study tried to find the improvement of management of multi-cultural special classes by studying how Korean curriculum, which is KSL (Korean as a second language), has been carried out in the multi-cultural special classes in Gyeonggi. This curric...
This study tried to find the improvement of management of multi-cultural special classes by studying how Korean curriculum, which is KSL (Korean as a second language), has been carried out in the multi-cultural special classes in Gyeonggi. This curriculum is carried out currently at schools according to the educational advancement plan for multi-cultural students that is announced by the Ministry of Education in March 12th, 2012.
As South Korea has rapidly converted to multi-cultural society and all at once, it was encouraging thing that the multi-cultural special classes were opened in order to deal with these problems; the language and the school life adaptation of the multi-cultural background learners. However, while it was opened with considerable far-reaching power as the newly rises area (as an education policy of a state-run), unfortunately, it was certain that the sufficient advance understanding of education in terms of preliminary teacher training, curriculum, and its operations was lacking. Therefore, the study is to examine what and how do the current multi-cultural special class teachers experience while they operate the curriculums and the classes. Based on this, the study is to provide the remedy in order to solve the actual difficulties and problems that multi-cultural special class teachers face. The research has done focusing on the following research questions.
This study researched on three things. First, how is the teaching experiences of teachers in elementary multi-cultural special classes? Second, how is the life teaching experience of elementary school teachers of multi-cultural special classes? Third, how is the experience of class management of teachers in elementary multi-cultural special classes?
In order to find the answers, One-to-one in-depth interviews were done with seven teachers of elementary multi-cultural special classes from September to November in 2014. As a result of analyzing the statements of participated teachers carefully by using a phenomenological analysis method, teaching experiences, the life teaching experiences and the class management experiences could be classified as 33 core topics and 8 main topics. The result is as followed.
First of all, Korean education and curriculum education of elementary multi-cultural special classes have been operated individual supplementary lessons by students' level. Teachers were preparing the lesson plans by researching materials by themselves because of insufficient knowledge of the Korean teaching methods and the unsatisfied text books for the learner's various requirements.
Secondly, teachers have difficulties of consultation for the lack of understanding and knowledge in terms of the students with diverse backgrounds. Especially, Korean teachers who are under the management of teachers in charge at prep school can in charge of the Korean class only due to the lack of understanding of the students' development and pre-recognition for the multi-cultural education.
Third, many teachers of elementary multi-cultural prep schools and special classes have not been trained because of the period of training, methods, and inadequate contents. Moreover, motivation of teachers of lesson study is very scarce since many teachers fear that their experience of multi-cultural special classes may be disappeared as to carrier transfer and new appointment.
Lastly, elementary multi-cultural special classes teachers mentioned that their current work probably hard to be specialized. This is because they wish to be normal classroom teachers one day in order to find the identity of as elementary school teachers. Through these results, researchers could obtain the following conclusions.
Firstly, teachers of multi-cultural special classes that are currently operated should have the knowledge for the Korean education and the ability to give the lessons as a teacher with the rights for the class and the responsibility of the administration and curriculum. If the teachers do not equip the specialty for the Korean education class that is carried out in their classroom, it will be hard to use the right to teach even if there is certain understanding about students of multi-cultural through multi-cultural training education and so on. Thus, it is necessary to obtain the knowledge and teaching function for the Korean language education through long-term methodical training rather than a short term collective training.
Second of all, Korean teachers and bilingual instructors who are responsible for Korean education in multi-cultural special classes should have understanding of child development characteristics and multi-cultural students other than the major work of Korean teaching for students’ school adaptation as the education has been carried out within the elementary school. Therefore, the education about multi-cultural understanding and the child's development characteristics should be preceded before the placement of the lecturer.
Lastly, all of the teachers and lecturers who are in charge of the prep school and special class of multi-cultural are required to have a multi-cultural knowledge as a teacher who discovered a multi-cultural empathy and behave. Their levels should be above the understanding of the life in Korea and goals of the school adaptation of multi-cultural students through stable duties education and multi-cultural understanding education. It is not only the teachers responsibility but also it requires constant efforts, action, and institutional settlement of all in the education field.
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