다문화 배경 학습자 대상의 언어 교육 정책 변화 경향성 분석

Analysis on Changes of Language Education Policies and Tendencies toward Students Learning Multi-cultural backgrounds

The purpose of this study is to analyze tendencies on how language education policies for students learning multi-cultural backgrounds have been changed and to seek for the development direction afterwards. For doing this, this study examined France and Japan and America and Australia in order to figure out how foreign language education policies for them have been enforced through literature reviews. The language education for students learning multi-cultural backgrounds have started over a decade in the Korea society. Examining how language education policies have been changed can be a reference material to seek for tendencies on how language education policies should be developed. Flows of them from 2006 when multi-cultural education plans are presented to 2019 were divided into four periods and this study examined its flows. The first period was a beginning period(2006 to 2008) when there were interests in education for children of multi-cultural families. Korean education started in each school unit and seeking for the support direction in Office of Education were main. The second period was a preparation period(2009 to 2011) to seek for tendencies of standardized Korean education and to materialize the support system of Korean education under mid and long term plans. The third period was a development period(2012 to 2016) when the state-dominated standardized Korean (KSL) education course was notified and standard textbooks were developed and supplied. Thefourth period was an advanced period(2017 to present) whennotification on the revised education course and textbook revisionand study capability reinforcement and expansion of multi-culturaleducation were strengthened. As this study examined these flows,it will suggest the future direction on how education policiesincluding language education for students learning multi-culturalbackgrounds should be enforced.