한국어교원의 사회통합프로그램 교수 경험에 대한 내러티브 탐구

Abstract

Objectives The purpose of this study is to examine the teaching experience of Korean language teachers teaching Korean in an in-depth and multifaceted manner in Korea Immigration and Integration Program. Methods Using the narrative inquiry method, one of the qualitative research methods proposed by Clandinin and Connelly, in-depth interviews were conducted with five teachers teaching Korean for general purpose at university language institutions and Korean for special purpose in Korea Immigration and Integration Program. In addition, the data were analyzed using the domain analysis and taxonomic analysis method to find patterns, threads, and theme that continued to appear while reading the interview transcription data several times repeatedly. Results As a result of analyzing the experiences of five Korea Immigration and Integration Program teachers, there were four common experiences: Korean classes like air for learners, classes where writing is a dilemma, classes followed by healing, pain and regret, and classes that need an open mind to listen. Conclusions This study is meaningful in that it explored in detail and specifically the experience of Korean language teachers teaching Korea Immigration and Integration Program. This study will help to come up with a more effective and efficient way to teach immigrants learning Korean in the Korea Immigration and Integration Program based on the differences between general purpose Korean classes and special purpose Korean classes in Korea Immigration and Integration Program. In addition, it can be used as a basic material to help understand the rapidly increasing number of learners of Korea Immigration and Integration Program and lay the foundation for Korean language education for them.