한국의 다문화교육에 대한 평가와 향후 과제

초록

In-Jin Yoon. 2009. Evaluation of Multicultural Education of Korea and Its Future Tasks. Teaching Korean as a Foreign Language, 34, 65~88. Children of multicultural families, such as children of international marriage families, foreign migrant worker families, and North Korean migrant families, experience problems like Korean language barriers, low academic performance, and school bullying. As a result, they are depressed psychologically and have a difficulty establishing solid Korean identity. Especially, children of undocumented migrant worker families are excluded from formal school education. Although the education problem of children of multicultural families has already become a serious issue, our school system does not supply a sufficient number of teachers equipped with multicultural education capacity nor develop and distribute curricular, textbooks, and teaching-learning methods for multicultural education. Moreover, many teachers report that because they do not know clearly the definition, contents, goals, and methods of multicultural education, they have a difficulty teaching and guiding children of multicultural families in need of support. In order to put ideal multicultural education in practice, we need to develop a comprehensive program of multicultural education well-balanced in theory and practice, train and supply teachers equipped with cultural sensitivity and professional knowledge and skills, and enact new laws and improve legal systems so that multicultural education can be practiced at school and everyday life. (Korea University)

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