• Journal of the Korean School Mathematics Society
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• v.12 no.4
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• pp.389-409
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• 2009

This article was to investigate the previous research as a research synthesis in the area of Mathematics Education for students with diversity including multi-cultural education, language minority, and social economic status. The following summaries were made: Recognizing equity in students with diversity; Restoring teachers' perspectives toward poststandardization; Introducing creative curricular based on students' characteristics; Application of the direct instruction; Foci on interests, challenges and mastery learning; Application of Anchored Instruction; Application of CRA; Tasks, tools, & classroom norms; Enhancement of connection and communication using small-group activity; Development of programs enriched by bilingual education; and Producing curriculum for students from North Korea.

• Korean Journal of Cognitive Science
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• v.26 no.2
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• pp.125-146
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• 2015

This study investigated the contribution of Korean phonological awareness to English phonological awareness and the relations of phonological awareness with reading and writing in Korean Hangul and English among Korean 5th graders. With age and vocabulary knowledge statistically controlled, Korean phonological awareness was transferred to English phonological awareness. Specifically, syllable and phoneme awareness in Korean transferred to syllable awareness in English, and Korean phoneme awareness transferred to English phoneme awareness. In addition, English phoneme awareness independently explained significant variance of reading and writing in Korean and English after controlling for age and vocabulary. Syllable awareness in Korean and English explained Hangul reading and writing, respectively. The results suggest cross-language transfer of phonological awareness that is a metalinguistic skill. Phoneme awareness is important in reading and writing in English whereas both of syllable and phoneme awareness are important in literacy of Korean.

• Journal of Nutrition and Health
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• v.44 no.4
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• pp.312-325
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• 2011

The purpose of this study was to investigate dietary behaviors and nutritional knowledge among immigrant women in multicultural families. In addition, this study reveals a necessity for nutrition education, which is apparent to both immigrant women living in multicultural families as well as nutrition education experts. The survey was conducted with 30 immigrant women within multicultural families in Seoul. The dietary behaviors of the women were significantly different by their period of residence. The longer they had resided in Korea, the higher their dietary behavior score. However, there was no significant difference in nutrition knowledge by their period of residence. This study also conducted in-depth personal interviews with 8 immigrant women who lived in Seoul, and with 4 nutrition education experts. These interviews were performed to provide profound insights regarding the content and means of nutrition education for immigrant women. Nutrition education for immigrant women living in multicultural families should proceed at a basic level in terms of language and content, using bilingual (Korean and their native language) education materials. Education topics and content need to be developed differently according to the level of Korean comprehension and period of residence in Korea. Also, this multicultural approach should be adapted when planning nutrition education since immigrant women have various acculturation levels, and the content and means of education should be adjusted to these acculturation levels. Management after nutrition education is necessary for immigrant women who do not have sufficient understanding of the Korean language. Practical educational methods such as real cooking practices and food purchasing simulations must be developed. Finally, the results suggest that the government needs to establish a systematic plan for nutrition education among immigrant women living in multicultural families. Policy support such as training nutrition educators on multicultural individuals residing in Korea is necessary for active and effective nutritional education.

• Phonetics and Speech Sciences
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• v.9 no.3
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• pp.33-40
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• 2017

This study aimed to examine how Korean-English bilinguals make use of VOT and F0 cues in perception and production of Korean (lenis vs. aspirated) and English (voiced vs. voiceless) stops. It was explored whether bilinguals with extensive experience living in the U.S. exhibit native-like or interactive patterns in the cue use for both languages. Participants produced monosyllabic word-initial stops within a carrier sentence in each language, and performed forced-choice identification tasks with synthesized stimuli varying in 7 VOT steps and 7 F0 steps with base tokens of /$t^han$/ for Korean and /$t{\ae}n$/ for English. Listeners were required to select either /tan/ or /$t^han$/ for Korean and either /$d{\ae}n$/ or /$t{\ae}n$/ for English. The results from binary logistic regression analyses for each listener indicated that all bilinguals placed greater weight on F0 than VOT when distinguishing between the Korean lenis and aspirated stops, and greater weight on VOT than F0 in distinguishing between the English voiced and voiceless stops. In terms of production, all participants showed remarkably overlapping ranges in the VOT dimension and separating ranges in the F0 dimension for the stop contrast of Korean, while forming overlapping ranges in the F0 dimension and separating ranges in the VOT dimension for the stop contrast of English. These results indicate that the bilinguals with extensive exposure to L2 manage the stop systems of the two languages independently, both in perception and production, employing the opposite cue use for stops in the two languages. It was also found that the absolute beta-coefficient values of the perceptual cues for Korean stops were generally smaller than those for English and those reported in a previous study as for later bilinguals, which may have resulted from Korean not being their dominant language.

• Clinical and Experimental Pediatrics
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• v.53 no.9
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• pp.834-839
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• 2010

Purpose: This study investigates Korean speech sound development, including articulatory error patterns, among the Japanese-Korean children whose mothers are Japanese immigrants to Korea. Methods: The subjects were 28 Japanese-Korean children with normal development born to Japanese women immigrants who lived in Jeonbuk province, Korea. They were assessed through Computerized Speech Lab 4500. The control group consisted of 15 Korean children who lived in the same area. Results: The values of the voice onset time of consonants /$p^h$/, /t/, /$t^h$/, and/$k^*$/ among the children were prolonged. The children replaced the lenis sounds with aspirated or fortis sounds rather than replacing the fortis sounds with lenis or aspirated sounds, which are typical among Japanese immigrants. The children showed numerous articulatory errors for /c/ and /I/ sounds (similar to Koreans) rather than errors on /p/ sounds, which are more frequent among Japanese immigrants. The vowel formants of the children showed a significantly prolonged vowel /o/ as compared to that of Korean children ($P$<0.05). The Japanese immigrants and their children showed a similar substitution /n/ for /ɧ/ [Japanese immigrants (62.5%) vs Japanese-Korean children (14.3%)], which is rarely seen among Koreans. Conclusion: The findings suggest that Korean speech sound development among Japanese-Korean children is influenced not only by the Korean language environment but also by their maternal language. Therefore, appropriate language education programs may be warranted not only or immigrant women but also for their children.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.8 no.3
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• pp.367-375
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• 2018

The purpose of this study is to explore the reasons why Chinese marriage immigrant women do not teach their children to learn their mother tongue to second language and to present improvement plans about it. We have collected data mainly through in-depth-interview of four Chinese marriage immigrant women that have lived in Korea for more than 10 years from March to June, 2017. The results show that there are four environmental aspects why they do not teach their children to learn their mother tongue. First, their children are lack of access to learn Chinese. Second, their children do not want to learn Chinese because of the negative images of China in Korea. Third, Chinese marriage immigrant women are busy adjusting themselves to the Korean society so that they have no time to teach their children to learn Chinese. Lastly, Chinese marriage immigrant women are lack of confidence to teach their children to learn Chinese and Chinese culture, because it exist that Koreans have negative perceptions of other cultures. We hope that there will be opportunities for marriage immigrant women to teach their children to learn their mother tongue through this study.

• Korean Journal of Child Studies
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• v.30 no.2
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• pp.15-28
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• 2009

This study focused on the comprehension of texts written either in Korean script (Hangul) or Chinese script (Hanja). For this purpose, we measured the reading time and the correct response in text comprehension tasks with 104 Korean-Chinese children who were either 10 or 19 years old. There was a main effect of script : The reading time of Hanja texts was shorter than that of Hangul or Hangul Hanja mixed texts. But the older subjects who spent the same reading time in both Hangul and Hanja texts showed the longer reading time in Hangul Hanja mixed texts revealing the interaction between age and script. The correct response rate on the comprehension task was the highest in Hangul text. The results were discussed in relation to the independent dual language processing systems in Korean-Chinese.

• Journal of the Korean Society for information Management
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• v.21 no.4 s.54
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• pp.27-47
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• 2004

In this study, the experiment was made to transform the relationship among terms in a thesaurus to ontology language as search tools for multilingual text. As a result, the equivalent relationship in the thesaurus can be expressed by different ways in the ontology, such as equivalentClass, equivalentProperty, sameAS, and so on. On the other hand, the associative relationship can be represented by ObjectProperty, DatatypeProperty, and inverseOf. For this test, first of all, the descriptors assigned by AAT and the descriptors from bilingual thesaurus by ICCD were translated into Korean. Then, the facet was used for conceptual equivalence among terms from different languages. The result of the study showed that using rdf:Property in ontology was the most effective way of transforming multilingual thesaurus into ontology.

• Cross-Cultural Studies
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• v.36
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• pp.241-270
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• 2014

The aim of this article is to review the traditional methodologies of teaching translation that concentrate on text-typologies and, as an alternative, to propose an eclectic multi-componential approach that involves a set of interdisciplinary skills with a view to improving the trainee translators' competences and skills. To this end, three approaches, namely a minimalist approach, a pre-transferring adjustment approach and a revision vs. editing approach are proposed to shift the focus of attention from teacher-centred approaches towards student-centred approaches. It has been shown that translator training programmes need to focus on improving the trainee translators' competences and skills, such as training them how to produce and select among the different versions they produce by themselves with justified confidence as quickly as they can (minimalist approach), adjust the original text semantically, syntactically and/or textually in a way that the source text supplely accommodates itself in the linguistic system of the target language (pre-transferring adjustment), and revise and edit others' translations. As the validity of the approach proposed relies partially on instructors' competences and skills in teaching translation, universities, particularly in the Arab world, need to invest in recruiting expert practitioners instead of depending mainly on bilingual teachers to teach translation.

• Journal of Korean Library and Information Science Society
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• v.53 no.2
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• pp.137-163
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• 2022

The purpose of this study is to develop the public library programs that support the needs of multicultural families by examining the details of their information needs, focusing on the children's education issues of multicultural families. For this purpose, the data on experiences and needs related to the education of multicultural families' children were collected through in-depth interviews with married immigrant women. The study found the following six types of children's education-related needs of multicultural families: 1) Lack of understanding about the educational system and situation of Korean schools, 2) Their children's needs for language and learning 3) Their children's Bilingual education 4) Educational information for the role of parents, 5) Prejudice and discrimination against their children at school 6) Supporting library awareness and experience of mulitcultural families. Based on these needs, the following programs were suggested: 1) Parent role program for children's education, 2) Children's learning program, 3) Children's language education program, 4) Multicultural understanding education, 5) Library user education and guidance.