The purpose of this study multicultural families of students in bilingual education experience through narrative inquiry for bilingual education in schools are being run Find out how. Specific research questions of this study are as follows: First, What is the background of bilingual education for C...
The purpose of this study multicultural families of students in bilingual education experience through narrative inquiry for bilingual education in schools are being run Find out how. Specific research questions of this study are as follows: First, What is the background of bilingual education for Children in Multicultural Families? Second, What are the Children's experience through bilingual education ? Third, That bilingual education for children, what do we mean? To solve the above problems, this study used a narrative inquiry. The study participants had 5 elementary school students. They all have experience in bilingual education received. Interview data collection period from October 2011 to May 2012. The data collected interview data, field notes, and counseling journals, diaries, activity sheets, lesson observation, and more. The collected data were coded narrative. The results of this study can be summarized as follows. Multicultural Families's mother to their children does not provide a bilingual environment. Because, Korea society of immigrants are difficult elements. In particular, discriminatory prejudices about China Multicultural families have problems in learning Chinese. Children's learning motivation of bilingual education gives a very positive impact on. The meaning of bilingual education: First, the language of mothers in our society in family and society has not used meaningfully. So, the bilingual does not accept my mother's culture and learning to study courses are recognized. Second, bilingual learned growing up in positive language, even if the discriminatory social prejudices and cultural assumptions made by guess who is correct about the image, even if you do not have to continue training. Third, cultural exchanges with Japan, the need for Chinese increase, etc., to improve awareness of the country and language assumes a multicultural bilingual education for students and increase motivation. Fourth, the short-term bilingual education program it is difficult to increase the language proficiency of students long-term bilingual education programs are needed for both the school and multicultural families.
The purpose of this study multicultural families of students in bilingual education experience through narrative inquiry for bilingual education in schools are being run Find out how. Specific research questions of this study are as follows: First, What is the background of bilingual education for Children in Multicultural Families? Second, What are the Children's experience through bilingual education ? Third, That bilingual education for children, what do we mean? To solve the above problems, this study used a narrative inquiry. The study participants had 5 elementary school students. They all have experience in bilingual education received. Interview data collection period from October 2011 to May 2012. The data collected interview data, field notes, and counseling journals, diaries, activity sheets, lesson observation, and more. The collected data were coded narrative. The results of this study can be summarized as follows. Multicultural Families's mother to their children does not provide a bilingual environment. Because, Korea society of immigrants are difficult elements. In particular, discriminatory prejudices about China Multicultural families have problems in learning Chinese. Children's learning motivation of bilingual education gives a very positive impact on. The meaning of bilingual education: First, the language of mothers in our society in family and society has not used meaningfully. So, the bilingual does not accept my mother's culture and learning to study courses are recognized. Second, bilingual learned growing up in positive language, even if the discriminatory social prejudices and cultural assumptions made by guess who is correct about the image, even if you do not have to continue training. Third, cultural exchanges with Japan, the need for Chinese increase, etc., to improve awareness of the country and language assumes a multicultural bilingual education for students and increase motivation. Fourth, the short-term bilingual education program it is difficult to increase the language proficiency of students long-term bilingual education programs are needed for both the school and multicultural families.
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