농학생의 기능적 문해능력 신장을 위한 ‘Inserting’ 이중언어교육 체제 모색

Searching for the “insertion” of bilingual education system primarily to improve the functional literacy for deaf students:by analyzing the Korean language teaching materials used by the Korean residents remaining abroad

청각장애교육에서는 이중언어접근법이 국내에 지속적으로 소개되고 있으나 농교육 현장에 이를 실현할 수 있는 교육과정이 마련되지 않고, 여전히 ‘건청인화’가 청각장애 조기교육의 관심인 현실에서 이 접근법은 철학적 배경이나 이념에 머물고 있다. 이에 연구자는 농학교에 재학 중인 농학생에게 한국어(읽기․쓰기)지도에 있어서의 ‘Insertion(끼워넣기)’ 할 수 있는 이중언어교육 체제를 모색하였다. 이를 위해 재외동포용 한국어 교재를 활용한 농학생의 기능적 문해능력 신장 연구와 재외동포용 한국어 교재를 분석하여 농학생을 위한 Inserting 이중언어교육 지원 체제를 설정하였다. 그리고 발전적 이중언어교육을 위한 제반 사항을 살펴보았다.

In Korea, bilingual approach is constantly being introduced to the educators of deaf students. However, there is no such curriculum that could make this approach used in the actual deaf education system. Also, such approach only remain as some sort of a philosophy or a theory, as many educators of deaf students believe that deaf students should be educated as if they don't have any hearing problems. In response, a bilingual approach for the deaf students who currently attend the school is proposed in this research; It is believed that such approach could easily be “inserted” into the curriculum. Based on the bilingual approach for deaf students, Korean language teaching materials for the Korean residents remaining abroad are also used to improve the functional literacy. With the basis of the research results, further studies were conducted to find a way for correctly “inserting” the bilingual approach to deaf students. Also the general state of the bilingual education system for the deaf students is closely observed in this research.