Despite the difficulties faced by the children of multicultural families in learning Korean written Language, its importance is yet to be fully recognized. This study examines the concept of Korean written language ability as a communication competenc...
Despite the difficulties faced by the children of multicultural families in learning Korean written Language, its importance is yet to be fully recognized. This study examines the concept of Korean written language ability as a communication competence and analyzes the needs of children from multicultural families in learning Korean, so as to ensure the balanced development of their Korean written language ability.
Section 2 defines Korean written language ability as a form of communication competence through comparisons with similar concepts, such as spoken language ability and literacy; and introduces elements such as context, understanding of written language, use of written language, written language strategy, and attitude.
Section 3 takes into account environmental and age factors to define multicultural child learners as children between the ages of 5 to 8 of multicultural families living in Korea. Based on literature review, the factors affecting the development of Korean written language ability in multicultural child learners were classified into emotional factors, sociocultural factors, linguistic factors, and cognitive factors. Multicultural child learners are influenced by these factors and develop through the following stages: emergent written language development, transitional written language development, initial written language development, extended written language development, and fluent written language development.
Section 4 analyzes the curriculum for the development of educational methods and analyzes the requirements of teachers. The curriculum was divided into Level 1, Level 2, and Level 3 according to the learners’ written language ability, indicating that it is possible to achieve the balanced teaching of meaning and strategies.
Section 5 presents the purpose and principle of written Korean education, and introduces related case studies. In this study, the purpose of written Korean education is: 1) to teach Korean written language for multicultural child learners to communicate accurately and fluently at home and in school, 2) to help multicultural child learners understand various information in Korean written language, 3) to help multicultural child learners express their thoughts and feelings in Korean written language, 4) to help multicultural child learners participate actively in the understanding and expression of Korean written language based on a positive learning attitude, and 5) to instill cultural communication skills in multicultural child learners based on multicultural sensitivity and positive identity.
To achieve these goals, the educational principles to be considered were a balance between written and spoken language, a balance between meaning and strategy, and a balance between teacher-oriented explicit teaching and student-oriented discovery learning.A teaching model comprised of introduction-whole-part-whole-ending was proposed, and scaffolding strategies for each stage were identified.
This study examined the essence of Korean written language ability by defining it as a form of communication competence. Its significance lies in the comprehensive analysis of Korean written language development among multicultural child learners, which has not been extensively studied to date. Based on an analysis of the theoretical framework under the balanced language approach, specific educational measures were proposed for practical application in the classroom.
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