This study is a qualitative meta-analysis that aims to provide a systematic and in-depth analysis of the experiences in bilingual education within Chinese multicultural families, based on a total of 13 qualitative research studies conducted on the top...
This study is a qualitative meta-analysis that aims to provide a systematic and in-depth analysis of the experiences in bilingual education within Chinese multicultural families, based on a total of 13 qualitative research studies conducted on the topic. Through qualitative meta-analysis, we were able to comprehensively reflect on bilingual education in Chinese multicultural families, allowing us to identify specific and detailed characteristics of parental perceptions, experiences, and meanings that are difficult to capture through quantitative research. From this, we were able to derive conclusions.
Based on this, we redefined and reconstructed the bilingual education experiences in Chinese multicultural families, focusing on key experiences and using case studies as the central point. The resulting research findings can be categorized into four aspects: "Native Language as a 'Threatened' Language,” "Native Language as a Language to 'Overcome' Challenges,” "Native Language as a Language for 'Healing',” and "Native Language for 'Coexistence'.”
Currently, there are individual qualitative research studies exploring bilingual education in Chinese multicultural families. However, there are no cases where these studies have been analyzed through qualitative meta-analysis.
Conducting qualitative meta-analysis on the experiences and meanings of bilingual education in Chinese multicultural families is significant for utilizing the narrative structure of bilingual education in multicultural families as a basis. It helps us understand the challenges faced in bilingual education, how these challenges are overcome, and how new educational methods are reconstructed. This research serves as a foundation for future program development and fundamental data research related to bilingual education in multicultural families in Korean society.
The research problem of this study is: 1) What are the transformation processes observed in previous research on 'bilingual education in Chinese multicultural families'?
The second research problem is: 2) What are the meanings of personal and social experiences observed in previous research on 'bilingual education in Chinese multicultural families'?
To address Research Problem 1 and Research Problem 2, in Chapter 2, the theoretical background, and research framework for analysis were presented. Drawing upon previous studies, qualitative meta-analysis was designed based on the methodology of Nayar (2008) and Noblit & Hare (1988), among other domestic and international scholars. This qualitative meta-analysis utilized a team of qualitative researchers and employed qualitative appraisal criteria, including the Critical Appraisal Skills Programme (CASP, 2018) methods, as well as the evaluation criteria of Sandelowski and Barroso (2002) and researcher neutrality criteria from Salter et al. (2008) study. The data analysis methods were described in detail to enhance the validity and reliability of the research.
The results of this study derived four key themes, seven comprehensive themes, and twenty-two technical themes based on the developmental aspect, communicative aspect, self-identity formation aspect, and cultural resource aspect of bilingual education presented in Chapter 2's theoretical background. The comprehensive interpretation at the stages of native language for "threatened”, native language for "overcoming”, native language for "healing”, and native language for "coexistence”, derived through the comprehensive themes and technical themes, is as follows.
First, in the stage of the native language for "threatened”, mothers were unable to escape from their uncertain concerns about native language education and their busy daily lives, which inevitably led to neglect in their children's native language education. Furthermore, there are concerns about bilingual education, including feelings of powerlessness due to opposition from family members to mother tongue education. Moreover, they face negative perceptions of native language education from their surroundings and public institutions within an assimilationist atmosphere. They also express discomfort at the societal level due to insufficient educational information about native language education and the absence of government policies in this regard.
Second, in the stage of native language for "overcoming” challenges, Before receiving support for bilingual education, there were numerous challenges and difficulties. The children faced disregard and refusal regarding their mother's native language acquisition, while the mothers themselves experienced hardship amidst their desire and concerns about teaching the native language. After receiving support for bilingual education, mothers found new ways to interact with their children and expressed great happiness and pride in teaching the native language. The children also showed interest in the new learning methods and gradually adapted to them. Through the support process, they explored both the hardships and joys of bilingual education. On the other hand, in multicultural Chinese families engaged in native language education, mothers can be observed adopting various strategies and going through trial and error to find effective methods for native language acquisition. This demonstrates their commitment to providing native language education.
Third, in the stage of native language for "healing”, Thirdly, in the case of "healing" native language, the exploration of multicultural society is observed through the support and encouragement for native language education from family members and individuals in the surrounding community. In multicultural Chinese families where bilingualism is practiced, children form deep bonds with their mothers through the process of communicating in the native language, recognizing their mothers as reliable and proud figures in their lives.
Lastly, in the stage of native language for "coexistence”, In multicultural Chinese families, there is a hope that children will have a bright future through bilingual education and become global talents equipped with cognitive, emotional, and critical thinking skills. It is desired that they contribute to the sustainable development of Korean society.
The discussion on the key findings includes, the following recommendations are suggested, firstly, through the comprehensive analysis of bilingual education experiences in Chinese multicultural families, significant patterns were identified in mothers' formation of strategies for native language instruction. Secondly, it was observed that through the experiences of conflicts and clashes between mothers and children during the bilingual education support process, a healthy synergy of language acquisition and instruction was established. Thirdly, it is necessary to strengthen multicultural education among members of Korean society. Additionally, specific and detailed policy support from the government for bilingual education is crucial.
Based on the results and discussions, the following recommendations can be made, the first recommendation is the need for improved awareness of bilingual education among members of multicultural families. Secondly, there is a need for human rights education targeted towards marriage immigrants. Thirdly, multicultural education for members of Korean society needs to be strengthened. Lastly, specific and detailed policy support from the government regarding bilingual education is necessary.
Children with bilingualism and biculturalism establish an "interface" between two countries and two cultural groups and also possess the characteristic of being a mediator. They can refer to and compare two languages and two cultural groups, which allows them to have a unique perspective on groups or stand out (Barbary & Bower, 2016: 77).
In Korean society, where the proportion of multicultural families and their children is gradually increasing, it is crucial to consider bilingual education as a significant agenda that can contribute to Korean society. Exploring the bilingual education experiences of multicultural families based on their nationalities and continuously conducting research on the development of practical bilingual education programs are necessary.