다문화가정 결혼이주여성의 학습경험에 따른 정체성 구성에 관한 연구 -다문화교육 교사양성 프로그램 참여자를 중심으로 = When Does Learning Experience Be Construed as Identity Formation? -A Case Study of a Multicultural Teacher Education Program for Immigrant Married Women

다국어 초록 (Multilingual Abstract)

Multicultural society has recently struck the Korean culture. The purpose of this study is to find out how the support program participants of immigrant wives make up their identity throughout their experiences. The participants developed interactive relationship during intensive curriculum for 900 hours in seven months. This study intended to analyze the effect of the participants` latent learning experiments besides their official learning experiments on constructing identity. The method of study is narrative research. We analyzed the way a participant construct personal experiment into a meaningful story during interview, to explain how the participant`s identity was constructed. The result showed that the participants reflected on theirselves of the past, present, and future throughout their participating experiments. They naturally acquired the necessary competency of living a Korean from relationship between significant others. Various experiments during the participating program had endlessly made them compare themselves with a model of Korean lady, and acquire mental membership and methods of similar practical actions. Finally, this study demonstrated that the importance of the program`s latent learning experiments on multicultural family members should be noteworthy. culture in daily life. The child of the family has been grown up as a monolingual speaker whose Korean was not fluent like his mother`s. The language development of the child was delayed until he came into the educational institutions including preschool and elementary school where he gained abundant opportunities to interact verbally with other Korean students and foster his language skills. The spouse of the immigrant woman had no interest on home language of her and never try to support her who consistently attempted to teach her first language to their child. Finally, there is an institutionalized-educational condition which limits lives of the case-family members. There had not been hardly any institutionalized-educational interest on the family until the kid of the family entered the elementary school. However, while there were provided after-school activity or multicultural program for the child and the other family members from the school, those programs were not fitful for the kid and the family either in various ways. The immigrant woman had much trouble in discipling, educating, and guiding her kid in Korean, which, consequently, she mainly depended on the other sources or private education system for supporting him academically. Based on the above, this paper not only dealt with the relations between contextual conditions of the case-family and lives of those family, but also drew some implications about the socio-ecomomic, lingua-cultural, institutionalized -educational conditions of marternal intertional-marriage family.