제주 거주 몽골 이주 배경 부모의 이중언어교육 경험 연구

Abstract

This study sought to examine the problem that Korea's bilingual education policy is limited to international marriage families. We investigated how international marriage families, as well as parents of foreign workers and international students, provide bilingual education to their children, what difficulties they face, and what meaning they give to bilingual education. For this purpose, interviews were conducted with parents of four families with Mongolian immigrant background living in Jeju, and a total of four themes and nine subthemes were derived. We confirmed the diversity of bilingual education environments, the contrast in attitudes toward bilingual education, the limitations of bilingual learning resources, and the conflicting meanings of bilingual education. Through this, we confirmed that children with a Mongolian immigrant background can successfully complete bilingual education in Jeju. In addition to parent education, the community and government should further expand bilingual education opportunities from the perspective of multiculturalism, and residents and immigrants should cultivate an attitude of equal exchange and communication from the perspective of interculturalism.