Bilingual Education for enhancement the competency of intercultural communication

Shin Yong Shik

doi:10.22957/mses.4..201908.119

In relation to the task of Multicultural Education for Social Integration this article aims to focus on practical effectiveness of Bilingual Education. While existing multucultural education has mainly regarded the Korean as a major task of language education on behalf of cultural assimilation strategy, but here the focus should be shifted the bilingual approach which can more flexibly encompass cultural diversity. The correlation between culture and language education should be understood in the endless interaction between mainstream and minority cultures or target cultures and mother cultures rather than simply focusing on Korean culture and Korean language education. In this sense we must consider that the language education is a part of the cultural education, not this belongs to that! Right this is why we have to dare to explain academically multicultural significance of bilingual education. If we identify the task of language education only in the perspective of cultural Assimilation to mainstream culture, it should be the ultimate goal of our multicultural education to exterminate cultural diversity of multiculture and to advocate a imperialism of a single culture. But our cultural attention has to move from this cultural imperialistic Interest to the diverse interaction between the boundaries of the two cultural domains in a society. That is why we need to say the “Interkulturalismus”, which aims for bilateral relations, rather than the unilateral inclusion of minority cultures into mainstream culture. To make this clear with regard to practical possibility of bilingual education that comes out from the intercultural interest I dealt with the bilingual policy in Berlin, Germany. Through this we can see the practical possibilities and effectiveness of bilingual education to enhance the competency of intercultural communication.

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