독서 토론 수업을 통한 다문화교육 연구

Abstract

The current movement of multicultural society has become accelerated due to globalization and increased immigration. It has been many years since Korea plunged into a multicultural society. Such a phenomenon is the result of an increasing number of foreigners, industrial trainees, and foreign workers. At the same time, Koreans have a tendency to delay marriage, and men’s marrying older women is on the rise. In addition, the number of marriage migrants mainly from Southeast Asia and China has been constantly increasing, which is due to the imbalance of marriage partners available in rural areas. However, children from multicultural families have struggled with cultural difference, identity confusion, and language barriers. Under the policies of the Education Ministry, most of the subjects have been dealing with the multicultural education. It’s obvious that the subject “Korean” based on Hanguel needs multicultural education. In the subject “Korean”, multiculturalism education can be handled into various ways. These include reading, speaking, and writing by using numerous texts. The reading debate class using multicultural texts has especially been a stepping-stone for students to express their opinions and thoughts over multiculturalism. This thesis “studies on multicultural education through book reading discussion instruction”, examines awareness of students about the classes and how the class affected students. I have collected related materials and analyzed them after the classes with 2nd grade students of the specialized high school. The chapter II made a theoretical consideration on multicultural education and reading book discussion classes. It also provides a thorough examination on the concept of multicultural education and the education of Korea. It directs how students can adopt the multicultural education by looking through the connection between the multicultural education and Korean education. Moreover, it describes how this education should be oriented with referring to studies and literature based on the understanding of reading book discussion instruction. The chapter III covers how the book reading classes have been planned through practical multiculturalism related texts, pointing out the problems of reading book discussion education. The classes consisted of before debate activities, during debate activities, and after discussion activities with 5 different topics. The chapter IV analyzes the results of the organized classes, the changing concept of multiculturalism and impact of the reading book discussion instruction. I hope this thesis helps multicultural education studies to be researched actively, developed further and well constructed education should be implemented. We need to make more effort to develop proper book reading discussion instruction that can be applied to each subject, in order to activate book reading activities for the multicultural education under the whole subjects.