Training Multilingual Educators in Korea : Focusing on the Issues of Bilingual Teacher Training Systems

초록

This study explores the training of multilingual educators in Korea, highlighting issues in the current bilingual teacher training system. In the literature review of Section 2, I point out that there is a significant amount of past research on bilingual education and the training of bilingual teachers in Korea. Most of these studies address various issues in Korean bilingual education and teacher training. Particularly, concerns are raised regarding the evolving role of bilingual teachers, shifting from language education to multicultural understanding education. Notably, since 2014, the nomenclature has changed from “bilingual teacher” to “multicultural language teacher,” indicating significant apprehension. In other words, the current system for training bilingual teachers in Korea is emphasized to be heading in an inappropriate direction. This study, from the perspective of a developer of multilingual education models and an experienced participant in multilingual education, analyzes the problems of Korea's bilingual teacher training system and proposes directions for improvement, focusing on aspects not addressed in prior research. Specifically, it advocates for the enactment of government laws for bilingual education, specialized training of bilingual teachers by university and linguistic researchers, and the expansion of trilingual teacher training through the enlargement of trilingual language education.

키워드