이주배경 몽골 학생을 위한 이중언어 교재 현황 분석 및 제언

• Published in: 다문화와 평화 Vol. 19; no. 1; pp. 89 - 112
• Main Authors: 최윤서, Yoon Seo Choi
• Format: Journal Article
• Language: Korean
• Published: 성결대학교 다문화평화연구소 30.04.2025; 다문화평화연구소
• Subjects: Bilingual; Bilingual Textbooks; Critical Foreign Languages; Mongolian; Students with Migration Backgrounds; 몽골어; 이주배경 학생; 이중언어 교재; 이중언어화자; 특수외국어; 학제간연구
• ISSN: 2092-576X
• DOI: 10.22446/mnpisk.2025.19.1.004

본 연구는 이주배경 몽골 학생을 위한 이중언어 교재를 분석하여 다문화 이중언어 교육 관점에서의 몽골어 교재 개발을 위한 기초 자료로 활용하고 개발 방향을 모색하는 데 목적이 있다. 이를 위해 2016년부터 2024년까지 출판된 4 종의 이중언어 몽골어 교재를 수집하고, 교재 평가론에 근거하여 평가 기준을 마련한 뒤, 학습 대상 및 학습 수준, 교재 단원 및 주제, 교재 구성 요소, 교재 내용 등을 분석·검토하였다. 그 결과 유아 및 초등학생 수준에 비해 난이도가 높은 학습 내용, 체계성이 부족한 교재 구성, 학습 주제와 내용 간의 연계성 미흡 등의 문제점이 발견되었다. 따라서 CEFR Descriptions for Young Learners 기준을 참고하여 연령이 낮은 학습자 수준을 고려한 교재 개발, 다문화 이중언어 교육 취지에 부합하는 교수요목 설계를 통한 교재 체계성 확립, 언어와 문화를 유기적으로 연계한 교재 개발이 필요하다는 결론을 얻었다. 본 연구는 지금까지 한 번도 논의되지 않았던 이주배경 몽골 학생을 위한 이중언어 교재 개발의 현황과 향후 과제를 제시했다는 점에서 의의가 있다. 다만 연구 분량의 한계로 인해 보다 구체적인 발전방향에 대한 심층 논의는 추후 연구 과제로 남긴다. This study aims to analyze four bilingual textbooks currently developed for Mongolian students with migration backgrounds, providing foundational data for the development of Mongolian bilingual teaching materials and identifying areas for improvement. To achieve this, a set of analytical criteria was established, including target learners and proficiency levels, textbook units and themes, textbook components, and instructional content. The analysis revealed several shortcomings, such as the inclusion of complex learning materials beyond the introductory and beginner levels, a lack of systematic organization in textbook content, and insufficient coherence between thematic topics and instructional materials. Accordingly, this study proposes three key suggestions for improving bilingual teaching materials for Mongolian students with migration backgrounds: (1) developing textbooks that align with the proficiency levels of younger learners by referring to the CEFR (Common European Framework of Reference) descriptions for young learners, (2) structuring textbook content through syllabus design that aligns with the objectives of bilingual education, and (3) integrating language and culture in an organic manner within the instructional materials. However, due to space constraints, more specific strategies for further development could not be addressed in detail. For instance, determining whether Mongolian language textbooks written in Korean or Korean language textbooks supplemented with Mongolian explanations are more effective for younger learners, as well as issues related to syllabus design for bilingual teaching materials tailored to Mongolian students with migration backgrounds, will be explored in future research. The proposed suggestions may remain at a fundamental level; however, advancing toward the development of digital textbooks or smart learning applications would be challenging without first refining the essential and foundational elements of currently developed foreign language textbooks. A well-structured print textbook must serve as a foundational framework, enabling subsequent expansion into digital textbooks and smart learning tools. This study is significant in that it presents, for the first time, an analysis of the current status and future challenges in the development of bilingual teaching materials for Mongolian students with migration backgrounds. To date, research on the Mongolian language in South Korea has primarily focused on comparative grammatical studies to establish linguistic kinship between Korean and Mongolian, as well as on teaching methodologies for Mongolian learners of Korean. However, in-depth studies on Mongolian language education for Korean learners and bilingual education for Mongolian students with migration backgrounds remain insufficient. This study is expected to contribute to broadening the scope of Mongolian language education in South Korea and serve as a catalyst for further research in this field.