중 · 고등학교 다문화가정 학생의 영어 학업성취 특성 분석

An analysis of the English performance characteristics of middle and high school students from multi - cultural backgrounds

This study investigates the English performance characteristics of middle and high school students from multi-cultural backgrounds and compares them with general students. By employing differential bundle functioning procedures, this study explores the academic difficulties that the students from multi-cultural families are undergoing. Results of this study indicate that problems arise from lack of training as well as cultural awareness. First, performance differences can occur directly as a result of lack of training or experience in integrated writing items. Second, students from multi-cultural families are unfamiliar with item content such as tickets, digital cameras, and homeshopping, which are ordinary concepts for general students. As multi -cultural background students are unfamiliar with many aspects of Korean culture, they had difficulties understanding the English section items of the National Assessment of Educational Achievement (NAEA). Multi-cultural students need to be familiar with integrated writing item types. They need to be provided with sufficient time to practice listening and writing basic words through after-school classes or short-term English programs during vacations; that is, we should help students develop English skills, especially with respect to writing and English grammar, and not remove items from the NAEA.