Abstract
As Korean society becomes racially and ethnically diversified, the number of bilingual students is rapidly increasing in school. Research tells that in Korean school bilingual learners experience difficulties in academic achievement due to their limited Korean language competency. In this context, this research is motivated by the need to make school mathematics accessible to all students regardless of their language backgrounds. In particular, this research has been conducted as exploratory study to investigate how to design instructional materials to complement Korean language ability necessary for bilingual students in order to support their learning of mathematics in Korean school. For the purpose, we have conducted literature review regarding bilingual learning and cases of mathematics programs for bilingual learners. In addition, we have administered survey questionaire to mathematics teachers of multicultural education centered school to probe what to consider in developing instructional materials for bilingual learners. In conclusion, we have synthesized the results from the inquiries in the three domains to identify how to design an instructional materials to guarantee equitable accessibility to school mathematics for bilingual students and discuss implications for future development.
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