해외거주 유아를 위한 스마트폰 앱 활용 가정 연계 한국어교육 실행연구

Abstract

Objectives The purpose was to explore the changes experienced by parents and young children residing overseas through examining the execution process of Korean language education with a focus on smartphone app uti-lization and fostering home-school connections.
 Methods Following Elliot's (1991) action research model, a 15-week Korean language education program was conducted for ten preschoolers and their parents at a Korean school in City B, State A, USA. Data were collected through observations of children's behavior and language during class, parent-child interactions, teacher-parent conferences, peer teacher workshops, and Korean language proficiency assessments.
 Results In the first implementation, ‘Korean language education centered daily routines for young children’ and ‘home-school linked education encouraging parental participation through smartphone apps’ were conducted. The second implementation focused on ‘one-on-one support-based Korean language instruction’ and ‘intensive home-school linked education using portfolios’. Through these processes, the children progressed from ‘increased interest in Korean’ to ‘formation of confidence and improvement in Korean language ability’, while parents devel-oped ‘trust in Korean language schools’ and eventually ‘experienced the benefits of active participation in Korean language education’.
 Conclusions Korean language education for overseas-residing young children can facilitate emotional develop-ment, including improved self-confidence and self-identity formation, not only enhancing Korean language profi-ciency but also when communication and participation frequency with parents through home-school collabo-rations are increased.