Multi-cultural families formed by international marriage are rapidly increasing and their children have also been increasing in Korean society. In particular, the majority of the students in rural schools are multi-cultural children. This research aims to survey and analyze the current situation of multi-cultural children's education curriculum at home and at school.
Since the beginning of the 21st century, Korea has been undergoing a rapid transformation from a single-race to a multi-cultural nation. As of 2013, the marital immigrant women in Korea totals 196,789, taking 89.2% of total immigrants in Korea. There are many foreigner women married to Korean men nowadays. Most of these women are from other Asian countries and live mostly in the rural areas. Through this Korea language class, they could learn about the Korean family life and improve communication ability with their husbands and Korean families.
These are often unfamiliar with Korean life and parenting education. these women would not be able to help their children if they do not know how to read or if they do not understand the Korean language. For many reasons such as difference in cultural background, wide age gap between the husband and wife and traditional parental/family influences as practiced in Korea, rifts and conflicts sometimes ensue in these mixed marriages. This conflict leads to problems for the multi-cultural children who are in anxiety and have mental disorders. The purpose of this treatise is to study the school curriculum for multi-cultural students in difficult environment.
These multi-cultural students are the absolute majority of all Korean school students. To study the school curriculum of multi-culture is the most urgent priority to guarantee their stable living in Korea and to help them be established as member of Korea in their own respective communities. The first chapter clarifies the aim and necessity of the research, explains the methods and subjects used, and introduces several preceeding researches. The second chapter goes over the multi-cultural phenomena in Korean society and the policies. To study the school curriculum for multi-cultural students emphasizes the necessity of change within South Korea's school curriculum. The third chapter analyzes the survey of the multi-cultural education policy in Korea and initiates suggestions. The fourth chapter is allotted to the research that covers the new multi-cultural education policy for multi-culture children and the education system that fits them.
The results from the survey show that the multi-cultural children's education curriculum should be developed and better operated. Multi-cultural children's education curriculum in schools needs to be integrated and multi-cultural children's education curriculum must be provided in the elementary, middle and high school in Korea. Teachers need refresher courses and textbook developments should be made reflecting the demands of the learner. Specifically, the female married immigrants want their children to be taught using the multi-cultural children's education curriculum and cultural information sections in the textbook to be translated into their native language. Because the current majority groups' education in the school does not allow teaching customized to the learner's demands, minority groups' education of 4 to 5 students should be promoted and the learners need to be provided optional supplementary lessons on language elements, They are short of learning hours outside of the regular class schedule.
The majority of multi-cultural children in school have a hard time dealing with schooling. To answer this problem, the Multi-cultural children's education curriculum needs to be produced, and a Multi-cultural children's Education curriculum ought to be conducted and thought through. Moreover, for the multi-culture children who do not have much opportunity from their immigrant mother due to her work, many alternative educational measures such as after school classes, or video lessons on the Internet/TV should also be avaliable.
To enhance the Multi-cultural Children's Education Curriculum in helping them adapt and mingle well in Korean society, constant governmental support and assistance from the school education system are undoubtedly required.
This research has made its conclusion in the hope that the suggestions proposed here are reflected in the Multi-cultural Children's Education Curriculum and many relevant follow-up studies are continued to contribute to a better Multi-cultural children's education curriculum for the multi-culture children in Korea.