Language Policy in Canada

Sung Choi(Sung Choi) 한국캐나다학회 2017 Asia-Pacific Journal of Canadian Studies (APJCS) Vol.23 No.2

This study focuses on the language policy in Canada, bilingualism, which means the official use of English and French at Canada’s government agencies. Bilingualism in Canada represents its uniqueness, and the distinctive features of Canada’s bilingualism have made it distinguished from other countries. To find out about Canada’s bilingual features, it is necessary to examine the nature of bilingualism and multilingualism and to study the historical background of bilingualism in Canada. Additionally, it would be meaningful to look into the positive effects on the Canadian society, especially in Quebec, such as economic benefits originating from Canada’s official language policy, bilingualism. Finally, bilingualism in Canada is suggested as a successful model.

균형적 이중언어구사능력이 학업성취에 미치는 영향 연구: 커밍스(J. Cummins)의 이중언어이론을 중심으로

이주실 한국다문화교육학회 2022 다문화교육연구 Vol.15 No.2

The government’s current approach to language support for the children of multicultural families is to focus on KSL(Korean as a second language), based on the assumption that their poor academic achievement has been heavily related to the lack of their fluency in the Korean language. However, the KSL program has limitations in cultivating the children of multicultural families as balanced bilinguals who have proficiency in both Korean and mothertongue. The growing body of empirical studies on the significant benefits of balanced bilingualism has argued that educational policies and practices should develop work as advocates for balanced bilingualism. In the same vein, the purpose of this research is to confirm the substantial benefits of balanced bilingualism by statistically proving the positive effect of balanced bilingualism on academic achievement, employing the Cummins theory of bilingualism. According to the results, balanced bilingualism is positively associated with the academic performance of school-aged children of multicultural families. Meanwhile, Korean monolinguals of multicultural families are irrelevant to academic achievement. The research findings support that implementing balanced bilingualism education in the mainstream class is essential to being a 21st-century global citizen.

국내 다문화교육 연구 동향 분석: 이중언어(교육)에 대한 고찰을 중심으로

장은영 ( Jang Eun-young ),이정아 ( Lee Jeong-ah ) 인하대학교 교육연구소 2018 교육문화연구 Vol.24 No.3

본 연구의 목적은 이중언어(교육)이 중심 주제인 다문화교육 연구의 국내 동향을 분석하고 관련 연구들에 투영된 이중언어에 대한 인식과 접근방식을 논의하는 데에 있다. 이를 위해 한국연구재단 등재(후보)학술지에 출판된 다문화교육 논문 중 이중언어(교육) 관련 연구 74편을 논문발표시기, 연구방법, 목표대상(집단, 연령, 환경), 연구주제에 따라 분석하였다. 연구결과는 다음과 같다. 2012년을 기점으로 관련 논문 게재 수가 급증하였고, 이는 57개에 이르는 다양한 학문 분야의 학술지에 게재되었다. 연구방법 측면에서는 질적연구 방법의 실증연구가 가장 많았고 이론적 연구가 그 뒤를 따랐다. 관련 논문 대부분이 이주민과 그 자녀를 목표대상으로 했고, 선주민(자녀)과 이주민(자녀)을 함께 대상으로 하는 연구는 극소수였다. 연구대상 연령의 경우 교수자 집단 등의 성인연령대를 대상으로 하는 연구가 많았던 반면, 중등연령대만을 대상으로 하는 연구는 없었다. 대상 환경 측면에서는 학교와 학교 밖 환경을 연계하여 다루는 연구가 상당수 파악되었다. 연구주제별 분석에서는, 해외 정책 분석을 넘어 한국에서의 이중언어교육 정책에 대한 구체적인 논의가 시작된 점과 이주민과 그 자녀들의 언어권과 언어 정체성에 관한 연구가 부상했다는 점이 주목할 만하다. 한편 교수적 측면을 다루는 연구가 주제 면에서 가장 높은 비율을 차지했으나, 이중언어 관련 정책의 효과 분석에 그치는 경우가 다수였고 구체적인 교수법에 대한 연구는 상대적으로 적었다. 결론적으로 본 연구는 다문화관련 연구에서 이중언어에 대한 관심과 고민의 증가라는 긍정적인 현상을 보여주는 동시에, 이중언어개념의 명료화 문제, 중등연령대 이중언어학습자/사용자 연구, 공교육에서의 이중언어 지원 및 교육, 실제적인 이중언어교수법에 대한 고민 등의 향후 연구 과제 또한 남긴다. This paper aims to understand the general trends in multicultural studies focusing on bilingualism and/or bilingual education by examining the way bilingualism is addressed in the studies. For this end, we selected 74 papers published in KCI-indexed journals in Korea and analyzed in terms of the publication year, research method, target population (community, age, and context) and research theme. We have found that the number of the relevant studies rapidly increased in 2012, and the studies have been published in 57 journals covering a wide range of fields of study. As for the research methods, empirical studies adopting qualitative methods took up the biggest portion, followed by theoretical studies. While in the majority of the studies the target population was multicutural families, few targeted a group with both domestic and multicultural families. As for the age, the studies targeting adults were more than we expected; however there were no studies targeting only secondary students. A considerable number of studies addressed bilingualism in both school and out-of-school contexts. In the thematic analysis, it was notable that scholars began to discuss specific issues such as bilingual (education) policies and identities beyond addressing foreign cases. Meanwhile, the theme of teaching and learning received the biggest attention; however, most of such studies focused on the implementation and its effect of the bilingual policies rather than pedagogical aspects of bilingual education. Taken together, this paper shows that multicultural studies are paying attention to bilingualism these days. However, it also points to the need for more studies on the neglected issues such as adolescent bilinguals, bilingual programs in school setting, and pedagogical aspects of bilingualism.

A Case Study of Bilingual and Monolingual Educators in Two Australian Early Childhood Settings

Larissa Hayes,Cathrine Neilsen-Hewett,Elisabeth Duursma 환태평양유아교육연구학회 2020 Asia-Pacific journal of research in early childhoo Vol.14 No.1

One quarter of the Australian population is born overseas and one in five Australians speak a language other than English (ABS, 2016). This has led to an increase in the number of bilingual children enrolled in early childhood settings. Despite this changing landscape there is a lack of support for bilingual children enrolled in early childhood settings as many children do not receive any assistance to maintain their home language. This study examined the understanding and perceptions of two monolingual and two bilingual early childhood educators in NSW on how to best support bilingual children. Four early childhood educators (two monolingual and two bilingual) from two different Early Childhood Centres in Australia were interviewed and asked about their knowledge and beliefs regarding bilingualism. Results showed bilingual educators to be more positive and knowledgeable about bilingualism. All educators acknowledged challenges of not being able to communicate with children and their families as they did not speak any English. Participants in this study appeared to have limited knowledge of the nature of bilingualism and had varying beliefs around how to best support bilingual children. The results showed an inherent lack of differentiation with respect to educators approach to pedagogy when teaching bilingual children. Implications for professional development and practice are discussed.

Maternal beliefs in children’s bilingualism: A case study on Korean mothers in the United States

이지영 한국유아교육학회 2017 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.23 No.1

This study examined maternal beliefs in children’s bilingualism. Five Korean mothers who were raising young bilingual children in the United States were interviewed. The findings in this study showed that the Korean mothers believed in children’s bilingualism had positive values. They perceived Korean–English bilingualism as a positive influence on children’s well-being, children’s emotional makeup with their family, and children’s educational development. They played a critical role in teaching Korean in various ways based on their positive beliefs. However, they worked individually on their children’s bilingual education and had difficulty in receiving support from the school or the community. They needed support from the school system to maintain their beliefs. The results of the study suggested that American mainstream schools should work together with parents from minority groups and foster a supportive environment for Korean–English bilingual children.

Maternal beliefs in children`s bilingualism: A case study on Korean mothers in the United States

( Ji Young Lee ) 한국유아교육학회 2017 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.23 No.1

This study examined maternal beliefs in children`s bilingualism. Five Korean mothers who were raising young bilingual children in the United States were interviewed. The findings in this study showed that the Korean mothers believed in children`s bilingualism had positive values. They perceived Korean- English bilingualism as a positive influence on children`s well-being, children`s emotional makeup with their family, and children`s educational development. They played a critical role in teaching Korean in various ways based on their positive beliefs. However, they worked individually on their children`s bilingual education and had difficulty in receiving support from the school or the community. They needed support from the school system to maintain their beliefs. The results of the study suggested that American mainstream schools should work together with parents from minority groups and foster a supportive environment for Korean-English bilingual children.

싱가포르의 이중언어정책과 이중언어 교육정책에 대한 연구: 역사적 형성, 공고화 과정, 사회적 함의를 중심으로

김지훈 ( Jee Hun Kim ) 전북대학교 사회과학연구소 2012 지역과 세계 Vol.36 No.1

This paper reviews the historical development of bilingualism and bilingual educational policies in Singapore over the last half century. State promotion of bilingualism has received diverse responses in academia and from the public. How have the current bilingualism and bilingual educational policies in Singapore been developed and formed? What are their distinguishable characteristics over the past few decades? This paper addresses these questions by reviewing the academic literature in educational studies, linguistics and political economy on Singapore`s bilingualism and the secondary data, and explores the formation and consolidation of bilingualism from 1950s to 2000s. It also discusses the implications and challenges of the current landscape of bilingualism.

이중언어 사용의 인지적 이득 탐구: 작업기억 업데이트 기능을 중심으로

정고은,Azzaya Luvsantseren,민윤기 한국언어청각임상학회 2024 Communication Sciences and Disorders Vol.29 No.2

배경 및 목적: 본 연구는 이중언어 사용의 작업기억 정보 업데이트에 있어서의 이득 여부를 확인하고자 하였다. 방법: 세 그룹, 총 60명의 피험자가 연구에 참여하였다(이중언어-유사(20명), 이중언어-몽골어 우세(20명), 단일언어(20명)). 피험자들은 언어 또는 비언어 자극으로 구성된 작업기억 업데이트 과제를 수행하였다. 작업기억에서 업데이트 되는 정보는 지각적입력 또는 장기기억에 기반하였다. 결과: 언어, 비언어 업데이트 과제에서 모두 이중언어 사용의 인지적 이득을 확인하였다. 언어, 비언어 과제의 이중언어 이득 양상은 비슷한 패턴을 나타냈다. 하지만 이 인지적 이득은 업데이트 되는 정보의 기반에 따라 다른 양상을 나타냈다. 정보가 지각적 입력에 근거할경우 두 이중언어 집단 모두 이득을 보였지만, 장기기억에 근거할 경우에는 이중언어-유사 집단만 이득을 보였다. 논의 및 결론: 본 연구는 작업기억 업데이트에 있어서 이중언어 사용의 인지적 이득을 확인하였다. 본 연구결과는 이중언어 사용자들이 일반적 정보처리 과정에서의 인지적 통제를 최적화 한다는 가설을 지지한다. Objectives: The present study aimed to confirm the cognitive advantages of bilingualism specifically in the domain of working memory updating. Methods: A total of sixty adults (aged 20 to 26) participated in the study, divided into three groups based on bilingual status: Bilingual-similar (n = 20), Bilingual-Mongolian weighted (n = 20), and Monolingual (n= 20). Participants completed working memory update tasks involving verbal or nonverbal stimuli. Information updated in working memory could be derived from perceptual input or long-term memory. Results: Bilingual advantages in working memory updating was found in both verbal and nonverbal task. The advantages in working memory updating depending on stimuli (verbal or nonverbal) exhibited similar patterns. However, the patterns of bilingual advantages varied depending on the source of information (perceptual input or long-term memory). While both bilingual groups showed advantages when the information source was perceptual input, only the Bilingual-similar group showed advantages when the source was long-term memory. Conclusion: The study provides further empirical support for the cognitive benefits associated with bilingualism, particularly in the realm of working memory updating. The current findings underscore the notion that bilinguals optimize domain-general cognitive control. Further research is needed to investigate the underlying mechanisms of information management in bilingual individuals across different information resources.

Korean EFL Learners’ Attitudes and Motivations toward Bilingualism in Korea

Byunghyun Jang 한국영어학학회 2012 영어학연구 Vol.18 No.2

The purpose of this study is to investigate Korean EFL students’ attitudes and motivations toward bilingualism in Korea. The subjects of the research consisted of a total of 193 college students from Korea. Statistical analysis was used to determine the relationships between the students’ attitudes and motivations toward bilingualism. The findings revealed that students had positive attitudes toward bilingualism based on their scores measuring attitudes toward holistic (M=3.87, SD=.58) and fragmented views (M=3.82, SD=.62) of bilingualism. The EFL students hold the highest motivations toward integrativeness (M=3.89, SD=.68) and need for achievement (M=3.87, SD=.84), while attributions about past failures show the lowest (M=3.26, SD=.95). There are significant differences between the students’ attitudes and their economic-status levels. There are significant differences between motivations and factors, including age, grade levels, overseas experience, and number of languages spoken. The significant positive or negative correlations were found between students’ attitudes and motivations. The further research will explore relationships between students’ attitudes and motivations and their academic performance and achievement in school.

Fostering Bilingualism in Korea

강승민 ( Seung Man Kang ) 21세기영어영문학회 2013 영어영문학21 Vol.26 No.4

This paper suggests that there exist three types of bilingualism in Korea: Korean Plus, Plus Korean, and Korean Equal. The Korean Equal bilingual group are the children of immigrants into Korea. They are born in Korea and exposed to two languages from birth: Korean (L1) and their immigrant parent`s native language (L2). I suggest that they are bilingual per se, who can have a native-like control of the two languages. Unfortunately, however, their L2 proficiency level is rather low. This is due to the fact that they have no ample opportunities to function in L2. Accordingly, this paper argues that their bilingual ability be fostered by letting their immigrant parents provide more L2 input to them. This can be done and will be more effective if their parents feel proud of their native language and culture. Most importantly, there should be followed appropriate language policies that foster Korean Equal bilingualism.