Our pride as unique racial homogeneity with our own language has affected our acceptance on other cultures. Lacking awareness on multiculturalism, now we live with multicultural families and children.
According to statistics from the Ministry of P...
Our pride as unique racial homogeneity with our own language has affected our acceptance on other cultures. Lacking awareness on multiculturalism, now we live with multicultural families and children.
According to statistics from the Ministry of Public Administration and Security, as of January 1st 2012, foreigner residents in Korea are 1.41 million and it is expected that about of 20~30% of Korean population in 2050 will be foreigners with the current increase rate. It means a third of Korean households will be multicultural in less than a generation. Our society needs to have questions on how multicultural education in schools and society is done.
The problem is we have to solve problems arising from both multicultural households and education for children with multicultural backgrounds. Mothers from more than 90% of these multicultural families through interracial marriage are foreign origins and there have been literatures about difficulties of linguistic abilities and activities in their children. Migrant women with interracial marriage without preparation in Korean languages and cultures, give their own languages to their children unlike other children in Korea. And these children(Hereinafter as "Multicultural Student" in convenience") receives same public education like domestic Korean students without enough discussions and considerations for them. They show difficulties in their comprehensive academic achievements as well as "reading and writing" in Korean and are in awkward in expressing their thoughts in writing in Korean.
Accordingly, the study aims to study how multicultural education in area of reading and writing of Korean language textbook for both multicultural students and domestic students is done, how is multicultural students' academic achievements in reading and writing in Korean language education compared to domestic students and what are methods to support their lacking in reading and writing education.
Therefore, the study objects are first to third graders in elementary schools in Sangju, Gyeongbuk with the revised educational curriculum in 2009. First, multicultural education in reading and writing in Korean language textbook for elementary students were analyzed. The standard were applied in two ways: as broad concept of natural suggestion of multicultural education in curriculum and as strict concept of direct suggestion of multicultural materials in textbooks. As the results, strict meaning of direct multicultural education in Korean textbook is hardly shown in textbooks for 1st term of first grader while it appears in some specific chapters in textbooks for 2nd term. Multicultural education can't keep on its own purpose as critical factor of school education. Broad concept of multicultural education appears more in 2nd term's textbook than 1st term's ones and it can be interpreted as efforts by curriculum to pursue human being as creative and democratic citizen to lead in multicultural society. But when emphasizing care for the socially marginalized in perspectives of social justice understanding, mutually cultural understanding and diversity may mean relatively that multicultural students are recognize as objects of the socially marginalized for considerations of care.
Second, multicultural students' academic achievements in reading and writing in Korean language were compared with results of national basic academic achievements tests for domestic students. In second test results, multicultural students' achievements from minimum 20 to maximum 40% lower in Korean reading and writing and mathematics with 100 point standard. It is expected that it will significantly affect on multicultural students' academic achievements as they engages in higher education if these serious problems of academic underachievements in them are not solved and supplemented. Accordingly, reading and writing education through creative lectures using creative teaching-learning methods and personal homeworks in order to mitigate their serious academic results were conducted. And then, in third test, their scores in Korean reading and writing and mathematics improved from minimum 15% too maximum 25% compared to second test.
The image of human being in the revised curriculum in 2009 is 'a democratic citizen who realizes developments of democratic nation and mutual prosperity in mankinds'. It means that 'who lives with quality based on understanding on cultural knowledge and pluralistic values and participate in community development with spirits of care and sharing as citizen who communicates with world'. But in real school environment, multicultural education is not properly done for domestic students as well as for multicultural students. The textbook does not contain enough materials to provide natural multicultural education for both multicultural students and domestic students. Especially, education for multicultural students turned out to have serious problems. While lacking in their linguistic abilities and underachieving in their studies, multicultural students hardly have specialized curriculum for them and securing teachers specializing in them is also practically difficult.
Therefore, in order to alleviate their serious underachievements, an educational system to stress out both creative class and personal homeworks. This creative class should be made of a program for both multicultural students and domestic students. Importance of the class is that a teacher should recognize students' background knowledge and thought are not wrong but they are different first. Teachers should use to make class help students resolve problems by themselves with patience and positive concerns in order to help students express their thoughts naturally in the methods their curriculum.
，韩语毕业论文，韩语毕业论文 |
