‘찾아가는 한국어교육’ 교원의 현장 경험에 관한 현상학적 연구

A Phenomenological Study on the Field Experiences of Visiting Korean Language Teachers

본 연구의 목적은 ‘찾아가는 한국어교육’의 현황과 문제점을 알리고 개선점을 도출하는 것이다. 이를 위해 충청북도에서 ‘찾아가는 한국어교육’으로 이주배경학생들을 가르친 경험이 있는 한국어교원 7명을 대상으로 현상학적 연구를 하여 이들의 현장 경험을 분석하였다. 또한 Banks(2007), Sleeter와 Grant(2008)가 주장한 다문화교육에서 교사의 역할을 이론적 배경으로 삼아 한국어교원 경험의 교육적 의미를 해석하였다. 이 연구를 통해 밝혀진 한국어교원들의 경험의 본질은, 제도적 한계 속에서도 이주배경학생의 언어 발달과 정서적 성장을 위해 실천적으로 대응하려는 교육적 책임감과 주체성이었다. 교원들은 예산에 따른 비정기적 운영과 교원에 대한 관리와 지원 부족, 프로그램 담당 부서의 전문성 부족 등의 문제로 현장에서 어려움을 겪고 있었다. 또한 열악한 제도적 한계에도 불구하고 교사들은 학생들의 언어 발달과 사회적 적응을 돕기 위해 교실 밖으로 나아가고, 부모를 교육 과정에 초대하며, 사비를 들여 필요한 교구를 마련하고, 교과서를 활용하여 수업하는 등 교육자로서의 책임을 몸으로 실천하고 있었다. 교원들은 이주배경학생에게 ‘찾아가는 한국어교육’이 실질적인 도움이 되기 위해서는 지속 가능한 운영 체계 마련과 전문성을 갖춘 인력의 확보, 이주배경학생 맞춤 교육 환경 지원과 조성이 필요함을 제언하였다.

This study aims to investigate the current status and structural limitations of the “Visiting Korean Language Education” program and to propose directions for its improvement. Employing a phenomenological approach, the research analyzes the lived experiences of seven Korean language teachers who have instructed students from immigrant backgrounds within the program. The educational significance of these experiences is interpreted through the theoretical lens of multicultural education, particularly focusing on the role of teachers as articulated by Banks (2015) and Sleeter and Grant (2008). The findings reveal that, despite institutional constraints, the teachers demonstrated a profound sense of professional agency and pedagogical responsibility, actively engaging in practices that support the linguistic development and emotional well-being of immigrant-background students. The participants reported various challenges, including irregular program operations due to limited funding, inadequate administrative support, and a lack of professional expertise in the managing departments. Nevertheless, they enacted their roles beyond formal expectations—organizing lessons using public school textbooks, procuring teaching materials at their own expense, involving parents in educational processes, and extending learning opportunities beyond the classroom. Based on these findings, the study underscores the necessity of establishing a sustainable operational framework, securing professionally trained personnel, and creating responsive educational environments tailored to the specific needs of students from immigrant backgrounds.This study aims to investigate the current status and structural limitations of the “Visiting Korean Language Education” program and to propose directions for its improvement. Employing a phenomenological approach, the research analyzes the lived experiences of seven Korean language teachers who have instructed students from immigrant backgrounds within the program. The educational significance of these experiences is interpreted through the theoretical lens of multicultural education, particularly focusing on the role of teachers as articulated by Banks (2015) and Sleeter and Grant (2008). The findings reveal that, despite institutional constraints, the teachers demonstrated a profound sense of professional agency and pedagogical responsibility, actively engaging in practices that support the linguistic development and emotional well-being of immigrant-background students. The participants reported various challenges, including irregular program operations due to limited funding, inadequate administrative support, and a lack of professional expertise in the managing departments. Nevertheless, they enacted their roles beyond formal expectations—organizing lessons using public school textbooks, procuring teaching materials at their own expense, involving parents in educational processes, and extending learning opportunities beyond the classroom. Based on these findings, the study underscores the necessity of establishing a sustainable operational framework, securing professionally trained personnel, and creating responsive educational environments tailored to the specific needs of students from immigrant backgrounds.