Language Policy in Canada

Sung Choi(Sung Choi) 한국캐나다학회 2017 Asia-Pacific Journal of Canadian Studies (APJCS) Vol.23 No.2

This study focuses on the language policy in Canada, bilingualism, which means the official use of English and French at Canada’s government agencies. Bilingualism in Canada represents its uniqueness, and the distinctive features of Canada’s bilingualism have made it distinguished from other countries. To find out about Canada’s bilingual features, it is necessary to examine the nature of bilingualism and multilingualism and to study the historical background of bilingualism in Canada. Additionally, it would be meaningful to look into the positive effects on the Canadian society, especially in Quebec, such as economic benefits originating from Canada’s official language policy, bilingualism. Finally, bilingualism in Canada is suggested as a successful model.

균형적 이중언어구사능력이 학업성취에 미치는 영향 연구: 커밍스(J. Cummins)의 이중언어이론을 중심으로

이주실 한국다문화교육학회 2022 다문화교육연구 Vol.15 No.2

The government’s current approach to language support for the children of multicultural families is to focus on KSL(Korean as a second language), based on the assumption that their poor academic achievement has been heavily related to the lack of their fluency in the Korean language. However, the KSL program has limitations in cultivating the children of multicultural families as balanced bilinguals who have proficiency in both Korean and mothertongue. The growing body of empirical studies on the significant benefits of balanced bilingualism has argued that educational policies and practices should develop work as advocates for balanced bilingualism. In the same vein, the purpose of this research is to confirm the substantial benefits of balanced bilingualism by statistically proving the positive effect of balanced bilingualism on academic achievement, employing the Cummins theory of bilingualism. According to the results, balanced bilingualism is positively associated with the academic performance of school-aged children of multicultural families. Meanwhile, Korean monolinguals of multicultural families are irrelevant to academic achievement. The research findings support that implementing balanced bilingualism education in the mainstream class is essential to being a 21st-century global citizen.

국내 다문화교육 연구 동향 분석: 이중언어(교육)에 대한 고찰을 중심으로

장은영 ( Jang Eun-young ),이정아 ( Lee Jeong-ah ) 인하대학교 교육연구소 2018 교육문화연구 Vol.24 No.3

본 연구의 목적은 이중언어(교육)이 중심 주제인 다문화교육 연구의 국내 동향을 분석하고 관련 연구들에 투영된 이중언어에 대한 인식과 접근방식을 논의하는 데에 있다. 이를 위해 한국연구재단 등재(후보)학술지에 출판된 다문화교육 논문 중 이중언어(교육) 관련 연구 74편을 논문발표시기, 연구방법, 목표대상(집단, 연령, 환경), 연구주제에 따라 분석하였다. 연구결과는 다음과 같다. 2012년을 기점으로 관련 논문 게재 수가 급증하였고, 이는 57개에 이르는 다양한 학문 분야의 학술지에 게재되었다. 연구방법 측면에서는 질적연구 방법의 실증연구가 가장 많았고 이론적 연구가 그 뒤를 따랐다. 관련 논문 대부분이 이주민과 그 자녀를 목표대상으로 했고, 선주민(자녀)과 이주민(자녀)을 함께 대상으로 하는 연구는 극소수였다. 연구대상 연령의 경우 교수자 집단 등의 성인연령대를 대상으로 하는 연구가 많았던 반면, 중등연령대만을 대상으로 하는 연구는 없었다. 대상 환경 측면에서는 학교와 학교 밖 환경을 연계하여 다루는 연구가 상당수 파악되었다. 연구주제별 분석에서는, 해외 정책 분석을 넘어 한국에서의 이중언어교육 정책에 대한 구체적인 논의가 시작된 점과 이주민과 그 자녀들의 언어권과 언어 정체성에 관한 연구가 부상했다는 점이 주목할 만하다. 한편 교수적 측면을 다루는 연구가 주제 면에서 가장 높은 비율을 차지했으나, 이중언어 관련 정책의 효과 분석에 그치는 경우가 다수였고 구체적인 교수법에 대한 연구는 상대적으로 적었다. 결론적으로 본 연구는 다문화관련 연구에서 이중언어에 대한 관심과 고민의 증가라는 긍정적인 현상을 보여주는 동시에, 이중언어개념의 명료화 문제, 중등연령대 이중언어학습자/사용자 연구, 공교육에서의 이중언어 지원 및 교육, 실제적인 이중언어교수법에 대한 고민 등의 향후 연구 과제 또한 남긴다. This paper aims to understand the general trends in multicultural studies focusing on bilingualism and/or bilingual education by examining the way bilingualism is addressed in the studies. For this end, we selected 74 papers published in KCI-indexed journals in Korea and analyzed in terms of the publication year, research method, target population (community, age, and context) and research theme. We have found that the number of the relevant studies rapidly increased in 2012, and the studies have been published in 57 journals covering a wide range of fields of study. As for the research methods, empirical studies adopting qualitative methods took up the biggest portion, followed by theoretical studies. While in the majority of the studies the target population was multicutural families, few targeted a group with both domestic and multicultural families. As for the age, the studies targeting adults were more than we expected; however there were no studies targeting only secondary students. A considerable number of studies addressed bilingualism in both school and out-of-school contexts. In the thematic analysis, it was notable that scholars began to discuss specific issues such as bilingual (education) policies and identities beyond addressing foreign cases. Meanwhile, the theme of teaching and learning received the biggest attention; however, most of such studies focused on the implementation and its effect of the bilingual policies rather than pedagogical aspects of bilingual education. Taken together, this paper shows that multicultural studies are paying attention to bilingualism these days. However, it also points to the need for more studies on the neglected issues such as adolescent bilinguals, bilingual programs in school setting, and pedagogical aspects of bilingualism.

A Case Study of Bilingual and Monolingual Educators in Two Australian Early Childhood Settings

Larissa Hayes,Cathrine Neilsen-Hewett,Elisabeth Duursma 환태평양유아교육연구학회 2020 Asia-Pacific journal of research in early childhoo Vol.14 No.1

One quarter of the Australian population is born overseas and one in five Australians speak a language other than English (ABS, 2016). This has led to an increase in the number of bilingual children enrolled in early childhood settings. Despite this changing landscape there is a lack of support for bilingual children enrolled in early childhood settings as many children do not receive any assistance to maintain their home language. This study examined the understanding and perceptions of two monolingual and two bilingual early childhood educators in NSW on how to best support bilingual children. Four early childhood educators (two monolingual and two bilingual) from two different Early Childhood Centres in Australia were interviewed and asked about their knowledge and beliefs regarding bilingualism. Results showed bilingual educators to be more positive and knowledgeable about bilingualism. All educators acknowledged challenges of not being able to communicate with children and their families as they did not speak any English. Participants in this study appeared to have limited knowledge of the nature of bilingualism and had varying beliefs around how to best support bilingual children. The results showed an inherent lack of differentiation with respect to educators approach to pedagogy when teaching bilingual children. Implications for professional development and practice are discussed.

Maternal beliefs in children`s bilingualism: A case study on Korean mothers in the United States

( Ji Young Lee ) 한국유아교육학회 2017 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.23 No.1

This study examined maternal beliefs in children`s bilingualism. Five Korean mothers who were raising young bilingual children in the United States were interviewed. The findings in this study showed that the Korean mothers believed in children`s bilingualism had positive values. They perceived Korean- English bilingualism as a positive influence on children`s well-being, children`s emotional makeup with their family, and children`s educational development. They played a critical role in teaching Korean in various ways based on their positive beliefs. However, they worked individually on their children`s bilingual education and had difficulty in receiving support from the school or the community. They needed support from the school system to maintain their beliefs. The results of the study suggested that American mainstream schools should work together with parents from minority groups and foster a supportive environment for Korean-English bilingual children.

Maternal beliefs in children’s bilingualism: A case study on Korean mothers in the United States

이지영 한국유아교육학회 2017 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.23 No.1

This study examined maternal beliefs in children’s bilingualism. Five Korean mothers who were raising young bilingual children in the United States were interviewed. The findings in this study showed that the Korean mothers believed in children’s bilingualism had positive values. They perceived Korean–English bilingualism as a positive influence on children’s well-being, children’s emotional makeup with their family, and children’s educational development. They played a critical role in teaching Korean in various ways based on their positive beliefs. However, they worked individually on their children’s bilingual education and had difficulty in receiving support from the school or the community. They needed support from the school system to maintain their beliefs. The results of the study suggested that American mainstream schools should work together with parents from minority groups and foster a supportive environment for Korean–English bilingual children.

싱가포르의 이중언어정책과 이중언어 교육정책에 대한 연구: 역사적 형성, 공고화 과정, 사회적 함의를 중심으로

김지훈 ( Jee Hun Kim ) 전북대학교 사회과학연구소 2012 지역과 세계 Vol.36 No.1

이 논문은 싱가포르의 이중언어정책과 이중언어 교육정책의 형성과 변화 그리고 사회적 함의를 살펴본다. 싱가포르의 이중언어 정책은 학계와 싱가포르 사회에서 다양한 비판과 논쟁을 불러일으킨 중요한 이슈이다. 본 연구는 다음과 같은 질문을 제기한다. 싱가포르의 이중언어 정책과 이중언어 교육정책은 어떻게 형성되었나? 지난 반세기 동안의 기간 동안 변화 과정은 어떠하고, 그 사회적 의미는 무엇인가? 교육학, 사회언어학, 사회학 등의 학문 분야의 주요 문헌에 대한 고찰과 2차 자료를 중심으로 싱가포르식 이중언어 정책의 역사적 형성과 공고화 과정을 세 시기별로 구분하여 주요 변화를 탐색하며, 현재의 싱가포르식 이중언어정책의 향후 과제와 사회적 함의를 논의한다. This paper reviews the historical development of bilingualism and bilingual educational policies in Singapore over the last half century. State promotion of bilingualism has received diverse responses in academia and from the public. How have the current bilingualism and bilingual educational policies in Singapore been developed and formed? What are their distinguishable characteristics over the past few decades? This paper addresses these questions by reviewing the academic literature in educational studies, linguistics and political economy on Singapore`s bilingualism and the secondary data, and explores the formation and consolidation of bilingualism from 1950s to 2000s. It also discusses the implications and challenges of the current landscape of bilingualism.

Fostering Bilingualism in Korea

강승만 21세기영어영문학회 2013 영어영문학21 Vol.26 No.4

This paper suggests that there exist three types of bilingualism in Korea: Korean Plus, Plus Korean, and Korean Equal. The Korean Equal bilingual group are the children of immigrants into Korea. They are born in Korea and exposed to two languages from birth: Korean (L1) and their immigrant parent's native language (L2). I suggest that they are bilingual per se, who can have a native-like control of the two languages. Unfortunately, however, their L2 proficiency level is rather low. This is due to the fact that they have no ample opportunities to function in L2. Accordingly, this paper argues that their bilingual ability be fostered by letting their immigrant parents provide more L2 input to them. This can be done and will be more effective if their parents feel proud of their native language and culture. Most importantly, there should be followed appropriate language policies that foster Korean Equal bilingualism.

What is the Difference between Bilinguals and Interpreters?

Wonbo Kim 한국언어연구학회 2021 언어학연구 Vol.26 No.2

This paper attempts to demonstrate that interpreting is a specialized field that requires domainspecific expertise. and thus being bilingual only is insufficient to perform interpreting successfully. This paper also presents different interpreting modes for which domain-specific interpreting knowledge and skills are necessary to achieve successful interpreting outcomes. This suggests that it may be difficult to expect untrained bilinguals to perform interpreting accurately even with bilingual proficiency. Moreover, through empirical studies this paper compared interpreting performance quality of interpreters with that of untrained bilinguals and provided evidence that untrained bilinguals were not competent enough to perform a good interpreting task on account of lack of interpreting-specific skills. Thus, the distinction between interpreters and bilinguals is called for, and what differentiates interpreters from bilinguals---note-taking and working memory skills, linguistic and extralinguistic abilities, and code of conduct---results from training tailored only for interpreting.

Fostering Bilingualism in Korea

강승민 ( Seung Man Kang ) 21세기영어영문학회 2013 영어영문학21 Vol.26 No.4

This paper suggests that there exist three types of bilingualism in Korea: Korean Plus, Plus Korean, and Korean Equal. The Korean Equal bilingual group are the children of immigrants into Korea. They are born in Korea and exposed to two languages from birth: Korean (L1) and their immigrant parent`s native language (L2). I suggest that they are bilingual per se, who can have a native-like control of the two languages. Unfortunately, however, their L2 proficiency level is rather low. This is due to the fact that they have no ample opportunities to function in L2. Accordingly, this paper argues that their bilingual ability be fostered by letting their immigrant parents provide more L2 input to them. This can be done and will be more effective if their parents feel proud of their native language and culture. Most importantly, there should be followed appropriate language policies that foster Korean Equal bilingualism.