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.

국어과 교수,학습 방법 구성의 원리

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

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.-

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

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

세계화와 국어교육 ; 한국어교육과 국어교육의 관계 설정 -상호 발전과 세계화를 위한 과제-

서혁 ( Hyuk Suh ) 국어교육학회 2007 국어교육학연구 Vol.30 No.-

Korean language education for foreigners (hereafter KLF) has been classified as an independent disciplinary field from 2002 by Ministry of Education and Human Resources Development, from 2004 by Korean Research Foundation. KLF was considered as a sub-field of Korean education or Korean linguistics before 2002. The goal of Korean language education for native speakers (hereafter KLE) are to develop abilities of creative communication, thinking skills and creating culture, while KLF focuses on the fluent communication and cultural understanding. We can see the similar characteristics comparing English National Curriculums, which is for native speakers, to Standards for Foreign Language Learning in USA. Key Stage 3 and 4 of National Curriculum 2007 which was announced by QCA, DCSF(Department of Children, Schools and Families) of England stress 4 key concepts, i.e. Communication, Creativity, Cultural Understanding, Critical Understanding, while the Standard for FLL of USA emphasizes 5Cs, i.e. Communication, Cultures, Connections, Comparisons, Communities. KLE and KFL have both similarities and differences in their characteristics. Researchers have to consider re-conceptualizing multi- cultural education, developing cultural contents and training teachers regarding both KLE and KSL with cooperation.

다문화가정 학생의 사회문화적 배경과 읽기 능력에 대한 사례 연구

서혁 ( Hyuk Suh ),박지윤 ( Ji Yoon Park ) 국어교육학회 2009 국어교육학연구 Vol.36 No.-

This study is an qualitative case study which tried to find out the relations between reading abilities and sociocultural background knowledge regarding students of multicultural family. We had an interview with 8 students from multicultural family and their parents. Most of the parents had difficulties in communicating in Korean, so they had a great limitation to take care of their children`s studying. The students had some difficulties in reading comprehension due to the lack of sociocultural background knowledge, in particular Korean vocabulary, proper words, homonym and idioms. The students generally accomplished to wite a summary in the form of Topic and Comments, but sometimes they had mistakes such as omitting main points or adding unnecessary detail informations. We observed some student`s lack of sociocultural background knowledge during their reading texts, we named it as Humpty-Dumpty Gap in this paper. The gap is an obvious obstacle in reading comprehension. So when teachers try to teach reading for the student, they need a careful intention regarding sociocultural background knowledge.

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."

언어 사용과 추론 : 머리말

서혁 ( Hyuk Suh ) 한국어교육학회(구-한국국어교육연구학회) 1995 韓國國語敎育硏究會 論文集 Vol.56 No.-

스마트 교육 환경에서의 핵심역량 기반 국어과 교육과정의 재구성 방향

서혁 ( Hyuk Suh ),오은하 ( Eun Ha Oh ) 청람어문교육학회 2013 청람어문교육 Vol.48 No.-

The purpose of this paper is to suggest direction to reconstitute the currirulum of study. In order to achieve this goal, this study abstracts five key competencies of Korean language currirulum, and reflects them as a principle, embedded in hierarchy and standard of accomplishment, of the Korean language currirulum of study in Smart education, by critically analysing the existing currirulum in Korea, revised in 2009, and the discussions on a currirulum of study based on core competency in domestic and/or abroad. Therefore, this study forms the foundation of developing a new currirulum of study reflecting a rapid change of educational circumstance in Smart era. In advance, based on the existing discussion, the key competencies of Korean language are classified to five key competencies; basic learning and advanced thinking competency, communication competency based on multi-discourse and multi-text, data processing competency, democratic citizenship and digital ethics, and rultural relevancy and aesthetic acceptance and creation competency. In order to confirm how much the five key competences are reflected in the existing curriculum and especially on which competency it focuses, I reorganized a part of the curriculum of middle school based on the key competencies, and then concludes that the five key competencies have different hierarchy and characteristics and they are structuralized as the sectoral basic competency, expressing the sectoral characteristics relatively obvious, and the sector-integrating advanced competency, showing the sectoral characteristics more complex. As advanced competency is based on basic competency, most of standard of accomplishment have both characteristics of basic and advanced competency. The rest of competencies, or communication competency based on multidiscourse and multi-text, data processing competency, democratic citizenship and digital ethics, and cultural relevancy and aesthetic acceptance and creation competency, are categorized as the sector-integrating advanced competency, and I suggest a standard of accomplishment integratedly achieved by sector. Examples for the standard are utilized in any sector, not obviously classified. I classify the multi-discourse and multi-text into a colloquial and a literary, diversify the contents of multi-discourse and multi-text into information or sentiment, and example to communicate considering the digital ethics.

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.