For more than a decade, there has been over 120 thousand immigrants such as Migrant women and workers, and international students residing in Korea. Since then, Korea has been engaging in unexpected multi-cultural issues. Being conscious of eventual c...
For more than a decade, there has been over 120 thousand immigrants such as Migrant women and workers, and international students residing in Korea. Since then, Korea has been engaging in unexpected multi-cultural issues. Being conscious of eventual cultural frictions in such a context of multi-culturalism, the Korean government, different schools and even communities are getting involved in Multi-cultural Understanding Education by incorporating foreign teachers. Korean students are the main target of this program. Such a program is aiming to nurture Korean students as global citizens. In general, as Korean people haven’t been exposed to diverse cultures and races, involving foreign teachers to share their cultures with young students enhances the students’ understanding of other cultures. Therefore, the program whereby foreigners visit schools to make students experience their culture and make an effort to have a cultural exchange activities becomes meaningful for both Korean students and teachers, and foreign teachers.
The purpose of this thesis is to analyze the foreign teachers' participating experience in Multi-cultural Understanding Education in Korea, to find out the meaning of the education for the foreign teachers, how the class differ depends on the individual cultural background, and challenges during the class. In order to achieve the objectives of the program, there are three key questions which need to be answered. Firstly, how do foreign teachers interpret the Multi-cultural Understanding Education and which meaning do they put on the program? Secondly, how does the inter-communication between foreign teachers and Korean students differ depending on their cultural background? Thirdly, what difficulties do foreign teachers face during teaching and how could they be avoided in order to the betterment of both students and teachers?
In this research, the case study method was used. An approach using participants observation method as well as conducting interviews was primarily used. Taking a sample of six participants, and visiting 19 elementary, middle and high schools in Seoul for a period of 4 months, and tried to listen to students, Korean teachers, and principals in order to analyze the foreign teachers' experience from different angles. For the sake of the quality of the research, interview scripts were premade, and class observation noted. In addition, reflection s, class material from foreign teachers, pictures and videos taken during the class including students’ reflection were collected for research analysis.
After analyzing the data, the results can be summarized as follows.
First, most foreign teachers who come from Non-OECD countries actively participate and enjoy being part of this multi-cultural understanding education program. The direct encountering between foreign teachers and Korean teenagers exposes the students to a multi-cultural society, which Korea is destined to become in the future. At this point, the foreign teachers were also learning from the students. This led to kind of a “togetherness” class rather than a teacher-centered class.
Second, the class patterns that showed very different ways depending on foreign teachers’ personal and cultural abilities. Specifically, teachers’ experience in education field, passion, cultural background, as well Korean language skills added value on the education.
Third, in spite of the foreign teachers’ efforts and passion in class, there are many obstacles to overcome for genuine effectiveness of the program: lack of professionalism from some teachers, occasional cultural differences led to misunderstanding between teachers and students, little cooperation between foreign teachers and Korean teachers and inconsistency in attendance by foreign teachers.
In conclusion, it is obvious that implementing a Multi-cultural Understanding Education Program is an answer to the making Korea global society. The involvement of the Korean Government may also be required to enhance the Seoul Metropolitan Government’s initiatives for better results.
，韩语论文题目，韩语论文范文 |
