미국 내 한국어-영어 이중언어 몰입 프로그램의 현황과 과제

Current Status and Challenges of Korean-English Dual Language Immersion Programs in the United States

This study explores the challenges faced by Korean-English Dual Language Immersion (DLI) programs in the United States from teachers’ perspectives, focusing on their introduction, development, objectives, primary models, learner composition, and instructional practices. In-depth interviews with 25 classroom teachers revealed a range of practical challenges and key issues. Recurring problems included disparities between Korean and content-area learning, insufficient instructional materials, limited program quality and teacher capacity, inadequate administrative and policy support, restricted language environments, limited collaboration with parents and communities, shortage of individualized support and dedicated staff, weak assessment and feedback systems, and constraints related to classroom settings and technology integration. The findings suggest that the quality and sustainability of these programs depend largely on teachers’ commitment. By centering teachers’ voices, this study identifies critical challenges and offers insights to inform future policy and program development.