호주의 ESL 교육과정 운영 사례 및 시사점

서혁 ( Hyuk Suh ),권순희 ( Soon Hee Kwon ) 한국어교육학회 2014 국어교육 Vol.0 No.146

This research is an analysis on Australia``s education system, the purpose of its ESL program, the management method of its ESL curriculum, the main content and delivery of the ESL program, the support system of the ESL programs and its details on the basis of Australia``s multicultural education policy. Moreover, the purpose of this research is to deliver substantial data conducted from ESL classrooms and to find implications for KSL programs conducted in South Korea. The ESL program in Australia is generally provided to students in primary school and high school whose mother tongue is not English. The ESL education program is offered to the public to secure equal education accomplishment and employment to immigrants and is considered to be essential for immigrants to effectively participate in various sectors of the Australian society. Australia``s ESL programs are not only conducted in public schools but also in secondary education facilities such as Intensive English Centres, English Centres, and Technical and Further Education Commissions, where the student qualification, education material and content, and evaluation is detail-oriented and systematic. The goal of ESL education is for ESL students, like any other Australian student, to focus on improving general skills and abilities which are connected to vocational education, to understand and contribute to the issue of equality, and to successfully participate in the various learning of the text that include the subject learning sphere. The students of the ESL programs learn the general curriculum through standard Australian English, learn how to use English critically and how to respond in English, and learn the structure of English (English grammar) while adapting to learn in the Australian education system. Through contemplation on the management and class cases of Australia``s ESL curriculum promotion system, the necessity of a KSL exclusive teacher training program, a tiered KSL system, a educator specialist training program, and a support system and policy for these programs can be regarded as implications.

특집 2 : 국어과 교수학습방법의 탐구 ; 국어과 수업 설계와 교수,학습 모형 적용의 원리

서혁 ( Hyuk Suh ) 국어교육학회 2006 국어교육학연구 Vol.26 No.-

다문화 시대의 국어교육과 다문화 문식성 교육

서혁(Suh Hyuk) 국어교육학회 2011 국어교육연구 Vol.48 No.-

This study focused on the reconceptualisation of multicultural literacy including skilled literacy, sociocultural literacy and critical literacy. I suggested also several ideas on how to develop the students' multicultural literacy, such as composing 2011 curriculum or some reading lists and programs. Multicultural (literacy) education will be more effective when the class are integrated with both general and multi-cultural students. In particular it is important to develop the literacy of the whole group as well as personal literacy in a society. The multicultural condition of Korea is a little different from other countries such as USA, Australia and France, etc. Korea is relatively a small multi-cultural country compared to the above countries. So Korea needs to get adequate strategies for multicultural literacy education in preparing 2011 curriculum and various reading programs.

제7차 국어과 교육과정에 대한 비판적 검토와 새로운 교육과정의 방향 설정 ; 제7차 국어과 교육과정과 수준별 교육에 대한 비판 및 개선방안

서혁 ( Hyuk Suh ) 국어교육학회 2005 국어교육학연구 Vol.23 No.-

국어과 교수,학습 방법 구성의 원리

서혁 ( Hyuk Suh ) 국어교육학회 2005 국어교육학연구 Vol.24 No.-

국어과 수준별 교육과정 운영의 문제점과 개선 방안

서혁 ( Hyuk Suh ) 국어교육학회 2004 국어교육학연구 Vol.21 No.-

다문화 가정 현황 및 한국어 교육 지원 방안

서혁(Suh Hyuk) 가톨릭대학교(성심교정) 인간학연구소 2007 인간연구 Vol.- No.12

The purpose of this paper is focused on how to support the multicultural family for their Korean language learning. In recent years, there is a rapid increasing in the number of foreigners and their family, families consisted of Korean and south-east Asian woman. There are 850,000 foreigners in Korea in 2006, and researchers are saying the number will be more than one million in a few years. There are more than 60,000 women living in Korea through international marriage. The number of foreigners’ children is about 20,000 who are in the age of their school year in 2006. In this context it is the time to prepare for the multicultural society in Korea. In a broad sense every families are in a multicultural state in their generation, class, heritage, region and culture. But in a narrow sense, focused in this paper, multicultural family is defined as a new family consisted of international marriage and heritage group, such as foreign labors, immigrated wives through marriage and new families from North Korea. These families are facing in many difficulties in their communication, education, getting a job, etc. and the point is Korean language ability. Regarding the Korean language education, I analysed the problems of the Korean language programs focused on labor training before and after entry into Korea. I analysed also the Korean language programs in television and internet, Korean language textbook for the immigrated wives living in Korea. The Korean language programs for foreign labors has so many limitations in it’s period and contents, in particular after-entry training which takes just 3 days. First of all the period of training have to be extended. In other hands the Korean language program through internet or television could be much more useful, but it doesn’t meet our expectations at the moment. The textbook, developed and supplied by Ministry of Gender Equality and Family, is the first specific one by the government level, but it still need to make the weak point in it’s contents. Even though it needs much more funds and investment for the government to support multicultural family at the moment, the effect will be much more bigger than the investment in the international society to improve the Korean image and information as well as to raise international human resources. Most of all it will work to lead Korean society to the harmonious and sound direction. The key points of multiculturalism are recognition, accommodation and mutual consideration. The principles of support for the multicultural families are diversity, reality, economical efficiency, stage, cooperation and multilingual approach which are based on the multicultural families. The families and schools, regional societies, media and government need much more cooperation to make new programs and support systems which will get a practical effect.

캐나다 자국어 교육과정의 주요 특징과 내용 -온타리오 주를 중심으로-

서혁 ( Hyuk Suh ) 서울대학교 국어교육과 2004 선청어문 Vol.32 No.-

다문화 배경 학습자를 위한 한국어 능력 평가 방안

서혁 ( Hyuk Suh ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.144

The purpose of this study was to analyze advanced research about Assessment Tools of Korean Language Proficiency for multicultural background students and suggest directions. There is a great need to develop a Assessment Tools of Korean Language Proficiency for multicultural background students considering their cognitive levels, learning purposes, residence periods in Korea, cultural background of students etc. For this flexible running, It would be useful to develop a standard form like "record sheet of observation or portfolios of the students` levels. We suggested that it is necessary to subdivide multicultural background students strictly and approach Korean Language Proficiency level and question level easily. Also, It is important to build up the legal system and provide an institutional strategy for Assessment Tools of Korean Language Proficiency for multicultural background students. For this institutional management, There is also a need to operate department of municipal ministry of education or special institution like a tentatively named "Korean Language Assessment Center for Multicultural background Students."

교과서 속 복합양식 텍스트 읽기 구현 양상 분석 : <언어와 매체> 교과서의 단원 구성 및 학습활동 분석을 중심으로

서혁 ( Suh Hyuk ),이흠 ( Li Xin ),편지윤 ( Pyun Ji-yun ),변은지 ( Byeon Eun-ji ) 한국독서학회 2021 독서연구 Vol.0 No.58

The purpose of this study is to derive implications for multimodal text reading education or media language education by analyzing the organizing system of the unit and learning activity of the five types of < Language and Media > textbooks. To this end, the organizing system of the unit in the textbook was examined, and the aspect in which the achievement standards were reflected in each unit was confirmed. Next, the level of multimodal text reading required by the learning activities was confirmed. Specifically, it was analyzed to what level of reading is required for the learning activity among ‘literal, inferential, critical reading’, and to which level the dimension of meaning construction deals with ‘mode, text, context’. As a result of the analysis, it was confirmed that learning activities were evenly arranged in three levels of reading. However, the meaning construction was not extended to the dimension of ‘context’. Overall, it was confirmed that the current textbook learning activities require various levels of understanding for ‘mode’, but mainly requires reading at the level of literal reading for ‘text’, and it cannot deal with the ‘context’ level.