초등 조기유학의 언어학적 고찰

A review of elementary-level early study-abroad: A linguistic perspective

  It is taken for granted in Korea that studying abroad in English speaking countries is the best way to acquire English. This social belief has brought a fast increase in the number of early study-abroad children and accordingly a large number of returnees. Studies have pointed out that this early study-abroad may be dangerous because of adjustment problems and culture shock. However, little research has been conducted about the core of the social practice: linguistic (and academic) advantages and disadvantages of early study-abroad. This study delves into the main issue concerning early study-abroad with a special focus on bilingual and literacy development. Different from the popular belief, early study-abroad can provide few opportunities for young children to grow up to be balanced bilinguals, even with continuous exposure to the mother tongue. Also, literacy plays an important role in bilingual development and school success of early study-abroad children. Therefore, it can be argued that early study-abroad can be more successful when young Korean children learn Korean without a break, preferably through reading, while learning English in an English-speaking environment.