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Heritage Language Teaching for Children of Multicultural Families: At Hamburg’s Korean Weekend School and Japanese Weekend School

  • Multi-cultural Society and Education Studies
  • 2019, 3(), pp.24-50
  • DOI : 10.22957/mses.3..201902.24
  • Publisher : Institute for multicultural studies
  • Research Area : Humanities > Other Humanities
  • Received : January 15, 2019
  • Accepted : February 16, 2019
  • Published : February 28, 2019

Park Eun Joo 1

1오사카 조가쿠인대학교

ABSTRACT

In this study, a survey was conducted on the current condition of heritage language teaching for children of multicultural families at Korean and Japanese weekend schools in Hamburg. Observations and comparisons were made of heritage language teaching at both schools to confirm whether they were providing education in which the multicultural backgrounds of the students were sufficiently reflected. The observation method was an analysis of interviews with 20 students from each of the schools. The results of the interview analysis revealed that the Japanese weekend school was giving education to the students with consideration of the multicultural backgrounds of the students and that a majority of them had a positive image of Japan. On the other hand, the Korean weekend school did not seem to be giving proper education to the students with an understanding of their multicultural background as a positive asset. Therefore, to facilitate the teaching of Korean as a heritage language overseas, a method suitable for the global age is required that focuses on the current situation of the students and enables them to positively accept the multicultural background that they have, rather than implement ethnic education with priority given to the students’ parents or grandparents’ country of origin.

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