한국어학급 운영 실태 및 개선방향 모색: 대구지역을 중심으로1)

Abstract

This articles analyzed in-depth interview data on Korean language class management for 10 class teachers in 10 schools of Daegu Metropolitan Office of Education in 2019.As a result of analyzing in-depth interview data, the status of Korean class operation was largely divided into structural aspects, organizational support climate, and cultural aspects. Examining the structural aspects, there were mentoring for university students, bilingual education, linking with relevant institutions, and counseling for multicultural students in the Korean language class. The shortage was causing difficulties in operation. In addition, the process-centered evaluation of Korean language students was not well conducted, and many new teachers were operating Korean language classes, so they were inexperienced in their duties and complained about difficulties in teaching Korean language (KSL). According to the organizational support climate, there are 15 Korean language classes, making it difficult to proceed with individualized lessons, resulting in more class hours per week than Korean class teachers. In addition, many Korean language (KSL) textbooks were so difficult that many schools used worksheets produced by the school or Korean language textbooks on the market. It was appealing difficulties. Lastly, from the cultural point of view, the class teacher recognized that the Korean class teacher was easy because the work and class hours were small. In addition, the teachers had a false sense of Korean language class. Based on these operating conditions, the improvement direction should be presented. First, the college student mentoring system should satisfy the various needs of mentees through mentee-centered matching, not mentor-centered matching. Second, in order to reinforce cooperation among local agencies, the KSI needs to provide data to schools by synthesizing various programs conducted by local agencies. Third, it is necessary to provide specific guidelines and manuals on the curriculum-based evaluation and grading of Korean language students. Fourth, there is a need to mix the Korean language class selection method with the competition system and the designation system in the competition system. Fifth, when the teacher in charge of the Korean language class transfers, it is necessary to improve the personnel system that can be first transmitted to the school with the Korean language class. You will have to provide. Sixth, the number of Korean class (15 students) needs to be adjusted according to the reality, and if it is difficult to adjust the size, it is necessary to consider introducing a two-teacher system. Seventh, Korean language (KSL) textbooks are so difficult to play a role as a diagnostic assessment and learning tool. Therefore, Korean language (KSL) textbooks should be developed and distributed according to the students