초록 ▼

1. 연구의 필요성 및 목적
□ 2000년대 들어, 국제결혼이 급격히 증가함에 따라 다문화가족 자녀 또한 급증하여 2006년 25,246명에 불과하던 다문화가족자녀는 2013년 현재 191,328명으로 7.6배의 증가세를 보임. 이러한 다문화가족 자녀의 양적규모 증가에 따라 다문화가족 자녀세대의 사회통합 문제가 중요한 사회적 과제로 부상함.
□ 최근 다문화가족의 언어․문화적 특수성이 다문화가족 자녀의 건강한 성장과
더불어 다양한 사회구성원이 공존하는 다문화사회 전개에도 긍정적 영향을 미칠 것이라는 전망과 사회적 인식

1. 연구의 필요성 및 목적
□ 2000년대 들어, 국제결혼이 급격히 증가함에 따라 다문화가족 자녀 또한 급증하여 2006년 25,246명에 불과하던 다문화가족자녀는 2013년 현재 191,328명으로 7.6배의 증가세를 보임. 이러한 다문화가족 자녀의 양적규모 증가에 따라 다문화가족 자녀세대의 사회통합 문제가 중요한 사회적 과제로 부상함.
□ 최근 다문화가족의 언어․문화적 특수성이 다문화가족 자녀의 건강한 성장과
더불어 다양한 사회구성원이 공존하는 다문화사회 전개에도 긍정적 영향을 미칠 것이라는 전망과 사회적 인식이 제고되고 있음. 이에 따라 새 정부는 다문화가족 자녀에 대한 이중언어교육의 확대를 추진함. 하지만 한국어 습득 및 한국문화 적응을 강조하는 사회적 분위기 속에서 다문화가족 자녀 이중언어교육
지원 정책이 학교와 가정의 유기적 관계 속에서 종합적인 접근을 취해왔는지에 대해서는 의문이 제기됨.
□ 따라서 이 연구는 현재 여성가족부와 교육부에서 추진 중인 다문화가족 자녀
이중언어교육 지원 사업의 운영 실태를 분석하여 운영상의 문제점을 종합적으로 진단하고, 이를 토대로 다문화가족 자녀의 이중언어 역량 강화를 위한 발전적 정책 대안을 모색함.

Abstract ▼

In 2000s, the number of children from multicultural families where one of
parents is a foreigner has been rapidly increasing along with rapid growth of
international marriage. With this increase of the population of the second
generation of multicultural families, the issue of social inclus

In 2000s, the number of children from multicultural families where one of
parents is a foreigner has been rapidly increasing along with rapid growth of
international marriage. With this increase of the population of the second
generation of multicultural families, the issue of social inclusion of this
generation emerges as a significant social concern. There has been a renewed
recognition of multicultural family; a prospective and idea that the recently
linguistic and cultural particularity of multicultural families can positively
affect on the progress of mulicultural society in which various social members
coexist harmoniously as well as on wholesome growth of muiticultural
children. Accordingly, new government has adopted consolidation of
bilingual/cultural power as a major government project and has initiated
gradual expansion of bilingual education targeted on children from
multicultural families.
This study is conducted not only in order to inspect comprehensive
operation condition of bilingual education support project for the children from
multicultural families promoted and operated by Ministry of Gender Equality
and Family and Ministry of Education but also to look for a progressive
alterative policy for enhancing the builinguial ability of children from
multicultural families. For this study, this paper, first of all examines current
environments for multicultural family's bilingual education, and analyzes the
primary resources collected for『A 2012 Nationwide Survey on Multicultural
Families』in order to find out the relation between the use of bilingual
languages in multicultural families and children's psycho-social characteristics
from those families. Then, to comprehensively examine the Bilingual
Education Support Project currently in operation and find the demands from
the field, this study conducted individual and group interviews of 20 bilingual
instructors and bilingual education officers as well as 20 parents of the
participating children of bilingual education.
The result of analysis of the primary resources collected for 『A 2012
Nationwide Survey on Multicultural Families』shows that, though half of the
adolescent children of multicultural families are looking forward to having as
good command of their foreign parents' languages as of Korean, in reality
their proficiency of the former turns out to be very low. The result of this
study shows that those children's command of parents' language turns out to
be highly relevant to how these children recognize the family environment for
the use of bilingual languages. This suggests that, for efficient bilingual
education, future policies should meet a need to embrace more supports to
bring forth the family environment that is supportive to bilingualism. Also,
the result shows that the more children from multiculatural families are
interested in their parents' foreign countries and they recognize the families'
responses positive, the more they tend to feel proud that they belong to
multicultural families. The analysis reveals the need for searching for ways
for Korean families to reconsider their recognition of bilingualism in order to
help multicultural families use their foreign parents' languages free.
Meanwhile, the examination of cases of bilingual education in schools
proves that bilingual instructors is mostly dedicated their time to the
education for cultural understanding and foreign language education targeting
general students; it also shows that bilingual education for the children of
multicualtural families operates only at several schools that focuses on
bilingual education on Saturdays when there is no other class scheduled.
Bilingual education at Multicultural Family Support Center assigning one
bilingual instructor to each center cannot meet the educational demand of
children of multicultural families; also it shows the limit of bilingual education
because those children use only Korean in their families.
Upon the result, this study suggests the ways to improve bilingual
education for children from multicultural families as the followings. First, it is
necessary to establish and operate bilingual-oriented schools in each
educational government in one or two areas that are more accessible to
students from multicultural families. The language at this bilingual-oriented
schools should be determined after considering the ratio of nationalities of
mulitucutural families within the area; yet, classes should be set up including
those with minority languages background such as Thai, Khmer, etc. Also, to
promote participation in bilingual education of multicultural students, such
measures as documenting the history of taking course(s) on bilingual
education in students' personal school records, student recruitment by
connecting to resources in the local society, and so on should be prepared.
Second, bilingual instructors' work should be limited to bilingual education,
and teacher education program for the bilingual instructors needs to be
reformed in accordance with this. The trained bilingual instructors needed to
be assigned to the bilingual-oriented schools, the schools offering special
classes for KSL(Korean as a Second Language), or such schools as DaSom
School dedicated to multicultural adolescents.
Third, programs for building bilingual-friendly environments in
multicultural families should be implemented. This program consists of the
following three sub-programs to help children from multicultural families
grow up in the environment where they can speak two languages naturally in
everyday life: 1) operation of parent education and support program that
supports married immigrants' use of their mother tongue by ensuring
parents,' especially Korean parents,' renewed recognition of such a language
use; 2) support system for establishing bilingual-friendly environments
equipped with various educational contents such as children' book written in
each nation's language and others to help married immigrants and their
children communicate and interact in their mother tongue; 3) operation of the
programs to promote parents' bilingual education activities with their children
by using textbooks.