한국인 부모의 이중언어 교육관

Korean Parental Attitude toward Bilingual Education

The purpose of this study is to explore the parental attitude toward bilingual education through qualitative research methods. The participants of this ethnography are Korean parents who temporarily stay in an English-speaking country. They have to come back to their home country in the near future and, more importantly, they have this future perception. This study will illustrate how future perception of Korean sojourner parents have influence on their language policy toward their children’s L1 development and L2 acquisition. The underlying assumption for this research is that Korean parents will have an English-focused language policy in the beginning of their stay and move to a Korean-focused language policy to prepare for re-entry into Korea. The research results show the following four themes: 1) instrumental motivation in foreign language education, 2) ethnic identity and content-based instruction in Korean language/culture education, 3) English-focused language policy, and 4) different expectations in L1 and L2. Unlike the underlying assumption, the participants tended to be involved in an English-focused language policy during their entire stay. It can be interpreted that they aimed at maximizing the effect of the temporary residence for their children’s English learning. However, the present paper demonstrates that Korean sojourners have different goals for their native language and second language: CALP (Cognitive/Academic Language Proficiency) for Korean and BICS (Basic Interpersonal Communicative Skills) for English, respectively.