다문화 가정 유아 언어(한국어)교육 지도서 분석 = An Analysis of Early Childhood Language (Korean) Education Guidebooks for Multicultural Families

다국어 초록 (Multilingual Abstract)

The purpose of this study is to provide foundational data for developing Korean language education activities that support the language development and communication competence of young children from multicultural families. To achieve this aim, two Korean language teaching guides currently used with children from multicultural backgrounds were selected and their structures and characteristics were comparatively analyzed.
The results of the analysis are as follows. First, in terms of instructional support strategies, both teaching guides placed a high emphasis on the strategy of “requesting,” whereas differences were found in the use of “prior experience.” Second, in the language development domain, both guides presented speaking, reading, and writing activities in roughly equal proportions, while listening activities were less frequent. Third, regarding communication competence, the Korean Language and Korean Culture Workbook Teacher’s Guide focused primarily on cognitive and linguistic domains. In contrast, the, Early Childhood Language Education Program Teacher’s Guide presented cognitive, linguistic, and social-emotional domains in a more balanced manner.
Based on these findings, this study suggests the need for further research that expands the analysis to various Korean language education materials and examines the structural relationships among their components.