The present study purposed to analyze Korean language textbooks under development for Korean elementary school students growing at multicultural families, and based on the results, to develop a Korean language textbook using multicultural literacies f...
The present study purposed to analyze Korean language textbooks under development for Korean elementary school students growing at multicultural families, and based on the results, to develop a Korean language textbook using multicultural literacies for elementary school students at multicultural families with intermediate Korean language Proficiency.
Recently many children at multicultural families are turning the school age, and the number of multicultural students at elementary and secondary schools is increasing, but school environment is still inadequate for these students. Among current multicultural education, Korean language education particularly lacks the development of textbooks and research on teaching-learning methods, and thus more research and textbook development are required. It is because Korean language proficiency are essential for multicultural family children's learning ability and their social life, and furthermore, the social integration of the country.
Thus, the present study analyzed the current state of Korean language education for multicultural family children in the area of public education, and based on the results, made comparative analysis of four Korean language textbooks published by institutions with public confidence for multicultural family children. In addition, this study designed the content structure of a Korean language textbook, and then produced a Korean language textbook using multicultural stories and applied it to multicultural family children.
Multicultural education can be defined as education through which society members with different linguistic-culture background and language in a country accept, acknowledge and respect one another's culture and develop social skills and linguistic abilities for their coexistence in the multicultural society. In order to attain the goal of multicultural education, students should acquire not only Korean language communication skills but also Korean language for learning other subjects. Among multicultural family children in Korea, however, those turning the school age show low communication skills and Korean language skills for learning, and this often results in low academic achievement, maladjustment to school life and even drop-out.
In public education, Korean language education for multicultural family children takes the forms of after-school and KSL class, and is not admitted to be an academic qualification, but alternative schools are being operated for multicultural family children. The present study argued that, in case a Korean language class is offered in public education, a KSL class is more effective. This is because teachers with proved competence can teach continuously and textbooks and curricula can be operated flexibly.
In the results of analyzing four Korean language textbooks developed and published by institutions with public confidence, the contents of the textbooks could be divided into four elements: communication language, learning language, multicultural knowledge, and adjustment to school life. Through analysis, we found that most of the textbooks were developed for low graders in a way of integrating listening, speaking, reading and writing. The researcher extracted linguistic functions, multicultural knowledge and attitude as the content elements of the textbook to be developed, and designed a textbook in which linguistic functions were put in front and multicultural knowledge and attitude would be acquired naturally while learning the language.
In addition, this study limited the subjects to children with 'intermediate' Korean language skills, and used multicultural stories in order to design a textbook that teaches language skills intensively while delivering attitude or social and cultural knowledge naturally. Multicultural literature include all books that have characters from different nationalities or have multicultural background or contents, and are useful in naturally developing social-cultural knowledge and attitude required of world citizens. Moreover, it has been ed in overseas including the U.S. that multicultural literature can be very meaningful textbooks for improving language skills such as reading, writing, vocabulary, sentence patterns, interpretation, comprehension, and composition.
The textbook developed in this study was designed for students with intermediate Korean language proficiency. It was focused mainly on literary text reading based on the whole language approach (WLA) and reading-writing activities, and at the same time, aimed to the learning of all the areas of the Korean language curriculum. The textbook was composed of the 1st session in which the teacher reads the textbook and checks what the students have heard, the 2nd session in which the students read material texts and practice vocabulary and sentences, and the 3rd session in which the students read various kinds of texts and present their writings.
The designed textbook was applied to four students with intermediate Korean language proficiency sampled from multicultural family children through five visits for around two weeks. In addition, a questionnaire survey was conducted on the children's linguistic abilities, home literary environment, and the parents' language skills. Through the classes, we confirmed the patterns of learning attitude and Korean language skills in the students, and verified the effects of the application of the textbook.
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