Needs Analysis of English Learning for Adolescents from Multicultural Families

• 발행기관: 한국외국어교육학회
• 저자명: Kim, Jungeun
• 간행물 정보: 『한국외국어교육학회 학술대회 자료집』2018년 한국외국어교육학회 학술대회, 11~13쪽, 전체 3쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.10.30

영문 초록

The purpose of this study was to investigate the needs of English learning for adolescents from multicultural families in a formal classroom environment in a public alternative high school. As a case study, there were four participants: two multicultural students, their school English teacher, and a staff member from an organization for providing an initial adaptation program for multicultural students. The first and second interviews with the school English teacher and the two multicultural students were conducted sequentially to compare the thoughts in terms of the purpose of English learning, benefits, and difficulties of multicultural students in English learning in a school setting. Between the first and second interviews, learning materials used in the school context were analyzed with an evaluation checklist. The results of the learning materials analysis were utilized for the development of the second interview questions with the two multicultural students and their English teacher. The interview with the staff member from an organization for helping multicultural students was performed after the learning materials analysis and before the second interviews with the English teacher and the two multicultural students. With regard to the purpose of English learning for students from multicultural families, whereas the two participating students commented their future careers, their English teacher and the staff member from the organization expected that learning English could be a means for multicultural student in order to develop confidence and to adjust to Korean society. Cultural and linguistic benefits and difficulties regarding advantages and challenges of multicultural students in learning English were revealed in a classroom setting. Regarding cultural difficulties and advantages of multicultural students in English learning, their past experiences of Korean culture helped multicultural students become familiar with Korean culture and could be a cultural advantage in a formal learning environment. However, culture-related topics that students from multicultural families had no experience in their home countries and comments with cultural bias on learning materials may give a negative influence on multicultural students’ English learning. In terms of linguistic benefits, their English teacher in this formal context lets multicultural students use their first languages due to the teacher’s awareness of characteristics of bi-/multilinguals. Nonetheless, a lack of vocabulary knowledge in Korean and time constraints on English practices were related to linguistic difficulties of multicultural students. The irrelevant learning materials and insufficient support programs were challenges in English learning of multicultural students. Lastly, the fact that students from multicultural families learned English in their L2 or L3 in a formal classroom environment was also one of the linguistic disadvantages. This study has pedagogical implications for policy makers, schools, and English teachers in terms of practical support for multicultural students in English learning.