Korea Business Review

Korea Business Review

Edited by: Hyoung-Goo Kang Print ISSN: 2951-3596 Online ISSN: 2951-360X © THE KOREAN ACADEMIC SOCIETY OF BUSINESS ADMINISTRATION. Frequency: Quarterly (four times per year): February 28, May 31, August 31, and November 30
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Latest Issue Vol. 60, No. 5 2025

Article Info

Multicultural Society and Korean Language Education

Hiwon Yoon

서울대학교

Korea Business Review 34No. pp.5-25 (2009)

DOI: 10.20880/kler.2009..34.5

Abstract

Multicultural families include intermarriage families, foreign workers’ families and “sae tomin(North Koreans living in South Korea)”. They have home problems, educational problems and social problems arising from social maladjustment, Korean language competence issues and differences between Korean culture and their native culture. Foreign mothers’ Korean language competence effects their children’s Korean language competences, cultrural achievements, and identities. Therefore, we should understand foreign parents’ native culture and also need to be interested in their children’s education as well as needing teach Korean language and culture. Furthermore, we should overcome stereotypes and better understand cultural diversity in multicultural families. Due to their low Korean language competence, children of intermarriage families suffer from poor progress in their studies, identity confusion, and bullying. According to the analysis of Korean language use, the children of multicultural families have a dearth of basic knowledge and common sense as well as not being able to think logically or critically when they study. Moreover, they have some trouble in academic achievement because they cannot express and judge in different ways from general Korean people. For the plan and practice of Korean language education, we must first survey ‘needs’ and ‘wants’ in Korean language education. Second, we must create deliberation and authorization systems. Last we need to cultivate people of talent who qualify themselves for specialities that differ from volunteer activities. To meet these needs, teaching methods need to be developed after due consideration of universality and particularity. Korean language education should be extended from foreign students to children of multicultural families and researcher and teacher training programs are needed to develop professional human resources. Within the framework of what it means to be：“Korea”, people of all social strata, including those in education and research fields should continue efforts to solve the problems of Korean language education.

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