ScholarWorks@숙명여자대학교

초록

The purpose of this study is to explore the achievements and challenges of multi-cultural preliminary school project. With rising number of incoming adolescent from abroad, Ministry of Education needs to complement policies for multi-cultural population that have focused on multi-cultural families. Multi-cultural preliminary school project is to emphasize on including immigrants to the public schools not excluding them from general Korean adolescent. For the study, students in multi-cultural preliminary school and teachers involved in the school are interviewed, and more than one year of observation is added. As a result, regarding teachers, it is found that they perceive the policy effective, which is one of the accomplishments. The teachers believe that this policy improves student’s languages and cultural adaptiveness, which increases their responsibilities on the students. They also get advantages from financial supports from Ministry of Education, and communicate with local communities more often. Students also perceive that the policy is helpful especially in terms of friendship and various curriculum through inclusive class. They feel comfortable with homogeneous group before getting into the general class. However, it is challenging for teachers to teach students with Korean languages and with limited cultural background. They feel overwhelmed with demanding tasks as they are involved into the multi-cultural students. As limitations, students indicate over-burdening class- and home-work, and concerns on “entrance to general class”. As an exploratory study on Multi-cultural Preliminary School, it intends to inform actual management and practices on schools of policy makers and school managers. With increased population of immigrant adolescent, policy needs to be more refined reflecting practices.

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