Advertisement

Introduction: Korean Language Learners

  • Ji Yeong IEmail author
  • Hyewon Chang
  • Ji-Won Son
Chapter
Part of the Mathematics Education – An Asian Perspective book series (MATHEDUCASPER)

Abstract

The purpose of this introductory chapter is to outline the background and rationale for this study. First, we describe the recent transformations in the public schools of South Korea due to the rapid increase of a culturally diverse student population. Because South Korea has been generally considered to be a monocultural and monolingual country for a long time, this recent transition has created significant challenges for classroom teachers, educators, and policy-makers with respect to supporting culturally and linguistically diverse students, especially those who are not yet fluent in Korean. In order to begin a discussion about supporting these students, we created a term to describe this growing student population: Korean language learners (KLLs), which pertains to returning students (Korean students who were a long-time resident in a foreign country) and immigrant students in South Korea who are from a variety of different cultural and linguistic backgrounds. In particular, this study focused on KLL students’ linguistic difficulty with regard to mathematical learning and classrooms. We describe the difficulty KLL students have with mathematics due to their Korean language proficiency, based on the prior research. This chapter also briefly describes the outline of the book as a whole.

Keywords

Korean language learners South Korea Culturally and linguistically diverse learners 

References

  1. Aguirre, J. M., & del Rosario Zavala, M. (2013). Making culturally responsive mathematics teaching explicit: A lesson analysis tool. Pedagogies: An International Journal, 8(2), 163–190. http://doi.org/10.1080/1554480X.2013.768518.CrossRefGoogle Scholar
  2. Cho, Y. M., & Lee, O. Y. (2010). An analysis of the results of a mathematics diagnostic test taken by multicultural Koreans in their first or second year of elementary school. Journal of Educational Research in Mathematics, 20(2), 103–119.Google Scholar
  3. Cho, Y. D., Yoon, H. W., & Park, S. C. (2006). A study on education in multicultural families. Seoul: Korean Ministry of Education and Human Resources Development.Google Scholar
  4. Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Los Angeles: SAGE Publications.Google Scholar
  5. Cross, D. I. (2009). Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12(5), 325–346.  https://doi.org/10.1007/s10857-009-9120-5.CrossRefGoogle Scholar
  6. Fearon, J. D. (2003). Ethnic and cultural diversity by country. Journal of Economic Growth, 8(2), 195–222.  https://doi.org/10.1023/A:1024419522867.CrossRefGoogle Scholar
  7. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York: Teachers College.Google Scholar
  8. Hong, W. P. (2010). Multicultural education in Korea: Its development, remaining issues, and global implications. Asia Pacific Education Review, 11, 387–395.CrossRefGoogle Scholar
  9. I, Y. J., & Chang, H. (2014). Teaching mathematics for Korean language learners based on ELL education models. ZDM, 46(6), 939–951.  https://doi.org/10.1007/s11858-014-0631-x.CrossRefGoogle Scholar
  10. Kim, S., & Kim, L. R. (2012). The need for multicultural education in South Korea. In D. Urias (Ed.), The immigration & education nexus (Vol. 12, pp. 243–251). Sense Publishers, Dordrecht.  https://doi.org/10.1007/978-94-6091-820-9_15.CrossRefGoogle Scholar
  11. Jang, Y. Y., & Choi-Koh, S. S. (2009). A case study on the instructional dimensions in teaching mathematics to the elementary school students from multi-cultural backgrounds. Journal of Korean Society of Mathematical Education Series A: The Mathematical Education, 48(4), 419–442.Google Scholar
  12. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.  https://doi.org/10.2307/1163320.CrossRefGoogle Scholar
  13. Mo, K. W., & Hwang, H. W. (2007). Social studies teachers’ perception of multicultural education and its implications on teacher education programs. The Journal of Korean Teacher Education, 24(2), 199–219.CrossRefGoogle Scholar
  14. Moschkovich, J. N. (Ed.). (2010). Language and mathematics education: Multiple perspectives and directions for research. Charlotte, NC: Information Age Pub.Google Scholar
  15. National Center for Multicultural Education. (2012). Dropout rate of multicultural students. http://www.nime.or.kr/Front/scientist/cboardView.asp?no=2013&cate=%C5%EB%B0%E8.%B9%FD%B7%C9&cate2=&cate3=.
  16. Schoenfeld, A. H. (2010). How we think: a theory of goal-oriented decision making and its educational applications. New York: Routledge.CrossRefGoogle Scholar
  17. Seol, D. H., Kim, Y. T., Kim, H. M., Yoon, H. S., Lee, H. K., & Yim, K. (2005). Foreign wives’ life in Korea: Focusing on the policy of welfare and health. Gwacheon, South Korea: Korean Ministry of Health and Welfare.Google Scholar
  18. Song, R. J., Moon, J. E., & Ju, M. K. (2010). Principles and methods of multicultural mathematics teacher education. Journal of Korea Society of Educational Studies in Mathematics, 12(4), 639–665.Google Scholar

Copyright information

© Springer Nature Singapore 2019

Authors and Affiliations

  1. 1.Iowa State UniversityAmesUSA
  2. 2.Seoul National University of EducationSeoulKorea (Republic of)
  3. 3.Department of Learning and InstitutionUniversity at Buffalo - SUNYBuffaloUSA

Personalised recommendations