With a sudden increase in the number of Korean immigrant women and foreign workers, multicultural families are increasing in Korea. As school-age multicultural family children are also increasing, Korean language education is becoming more and more im...
With a sudden increase in the number of Korean immigrant women and foreign workers, multicultural families are increasing in Korea. As school-age multicultural family children are also increasing, Korean language education is becoming more and more important. Among them, Korean language education needs to be supported for multicultural family children attending elementary school. This is because basic learning for going on to an advanced school is made in elementary school curriculum. However, children from multicultural families show maladjustment to their school life due to emotional, verbal, and learning difficulties and different cultural background. In order to solve these problems, Korean textbooks are necessary to teach them within the framework of school education.
The Ministry of Education established the Korean curriculum in 2012 and schools adopted Korean education as a regular subject in 2013 and therefore, it seems to bring about a lot of changes in Korean education targeting children multicultural families.
The purpose of this study is to set the analysis criteria reflecting Korean curriculum goals in 2012 and reveal the characteristics through comparative analysis of Happy School, Together Learning Korean published in 2007, I Love School 1 published in 2008, Standard Korean for Elementary School Students 1 published in 2012 targeting elementary school students who are Korean beginners among Korean textbooks currently developed and propose the supplement points of existing textbooks and future direction for textbook development based on them.
As basic work for the development of Korean textbooks for children multicultural families, we organized the status of children from multicultural familites and their linguistic and cultural characteristics in Chapter Ⅱ.
In Chapter Ⅲ, we classified textbooks to be analyzed into the formal aspect and contextual aspect and analyzed lesson configuration and help materials in the formal aspect and theme, language capabilities, culture in the contextual aspect. Based on the analysis of textbooks, we proposed four improvements of Korean textbook targeting multicultural families. First, textbooks presenting integrated speaking, listening, reading and writing which are practical communicative functions and textbooks by language function need to be developed. Second, various topics and project activities should be configured to cause interest and motivation by reflecting the characteristics of learners. Third, textbooks must be configured to ensure that cross-cultural understanding and communication skills can be enhanced. Fourth, both auxiliary textbooks and guide books such as workbooks, multimedia, etc. for make-up classes and deep activities through various activities and textbooks must be developed at the same time.
Through the study of this thesis, we were to give help to Korean education for children from multicultural families by allowing this thesis to be used as objective data for Korean textbook development in the future.
，韩语论文，韩语论文范文 |
