Language education for a multi-cultural student is a way to realize his language right. Multi-cultural situation in our country is characterized by predominance of international marriage rather than by foreign laborer family. Besides, a migrants or defectants from North Korea on the background of a separated nation are a linguistic minority, which adds to the multi-cultural situation. Moreover, returnee students need some educational support because of unaccustomed language and culture and, therefore, should be included as one type of multi-cultural family students. Both the types of the multi-cultural family students and the multi-cultural characteristics of our country should be taken into account for the language educational policy for such students at school. For this, the present study proposes that our language education policy for multi-cultural family students should be improved as follows; First, the target population for the educational support should be clear. Second, the purpose of language education should be established at the level of the target population. Third, the specialization of the teachers for the language education should be warranted. Fourth, preliminary research and development necessary for language education support is needed. Fifth, long-term research plan is needed for language use and language education. Sixth, booster system needs to be corrected for efficient language education.