우리나라 다문화가정 학생 재학 현황에 따르면 몇 년 내로 중등 교육 현장에 다문화 학습자가 급증하게 될 것으로 예상된다. 본고는 그러한 시대를 대비하여 중등 다문화 학습자의 국어과 수업을 관찰하고 이를 통하여 그들의 국어 능력과 학업 능력을 살펴봄으로써 향후 다문화 학습자의 국어과 교수－학습 방향을 제안하고자 하였다. 부산의 중학교 2학년 다문화 학습자 네 명―아버지가 다문화인인 학생 두 명, 어머니가 다문화인인 학생 두 명―을 대상으로 하여 국어과 여섯 영역에 걸쳐 학습자들의 국어와 학업 능력을 측정하였다. 이와 함께 언어 능력, 사회문화 이해 능력, 다문화 사회의 인식 또한 관찰, 분석하였다. 학습자 중 두 명은 일반 학생과 굳이 분리하여 국어와 학업 능력을 살필 필요가 없어 보이며 한 명은 초등학교 때의 외국 체류로 인한 한국어 능력 결핍으로 제2언어교육이 제공되어야 하고 또 한 명은 지적 능력과 자신감 결여의 문제를 심층 분석할 필요가 있다고 판단된다. 앞의 분석을 통해 다음의 교수－학습 방향이 제안되었다. 첫째, 교사가 언어적 측면, 사회문화적 측면, 인식 측면의 다문화적 국어 수업 목표를 명확히 설정하고 그 목표를 달성할 수 있도록 수업 내용을 구성해야 한다. 둘째, 다문화 학습자 대상의 국어과 수업에서는 문화적 어휘 학습에 용이한 텍스트를 선택하여 교육하는 것이 필요하고 텍스트에 실리는 다문화인의 모습도 다양하게 제시하여 학습자 사고의 균형을 찾아 주는 것이 필요하다. 셋째, 제2언어로서의 한국어 교육을 제공하여 국어 능력 전반의 발달을 신장시켜야 하는 학습자, 국어 능력의 일부분에 대한 보충학습이 제공되어야 하는 학습자 등과 같이 다문화 학생 상황에 맞는 언어 학습 방향을 찾아 실제 교육에 적용해야 한다. 넷째, 교사는 적절한 수업 지시어 선택, 다른 개념이나 항목으로의 대치, 개념 설명 과정에서의 풀어 말하기 등 교수 상황에서의 언어와 행동을 상황에 맞게 사용해야 한다.

According to the present state of multicultural students in schools, they are expected to be abundant at secondary schools in several years. This paper, thus, aims to propose Korean language class teaching instructions after observing multicultural students’ responses in Korean language classes and their language and learning abilities. Korean language and learning abilities throughout six categories to be taught in Korean language classes were measured for four multicultural middle school second graders-two students having fathers and the other two having mothers from multicultural backgrounds. The abilities of language and social-cultural understanding, and the perceptions of multicultural societies were assessed together. Two of the four students do not need to be taught differently from Korean students, but one students are required bilingual classes and the other one needs the inspection of his intelligence and self-confidence in depth. With the previous analysis, firstly, the following teaching instructions are proposed. Teachers should clearly recognize the objectives of multicultural Korean language classes and plan the teaching contents to achieve the goals. Secondly, the texts which enable students to study cultural vocabulary should be selected and diverse multicultural characters need to be presented in those texts to give the students balanced speculations. Thirdly, the right directions in language education among bilingual education or complementary classes which fit the multicultural students’ situation are searched and it should be applied to actual teaching. The forth one is that teachers must use appropriate language and action such as choosing adequate teaching instructions, replacing by different concepts and items, explaining concepts with easy words, etc.

According to the present state of multicultural students in schools, they are expected to be abundant at secondary schools in several years. This paper, thus, aims to propose Korean language class teaching instructions after observing multicultural students’ responses in Korean language classes and their language and learning abilities. Korean language and learning abilities throughout six categories to be taught in Korean language classes were measured for four multicultural middle school second graders-two students having fathers and the other two having mothers from multicultural backgrounds. The abilities of language and social-cultural understanding, and the perceptions of multicultural societies were assessed together. Two of the four students do not need to be taught differently from Korean students, but one students are required bilingual classes and the other one needs the inspection of his intelligence and self-confidence in depth. With the previous analysis, firstly, the following teaching instructions are proposed. Teachers should clearly recognize the objectives of multicultural Korean language classes and plan the teaching contents to achieve the goals. Secondly, the texts which enable students to study cultural vocabulary should be selected and diverse multicultural characters need to be presented in those texts to give the students balanced speculations. Thirdly, the right directions in language education among bilingual education or complementary classes which fit the multicultural students’ situation are searched and it should be applied to actual teaching. The forth one is that teachers must use appropriate language and action such as choosing adequate teaching instructions, replacing by different concepts and items, explaining concepts with easy words, etc.

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multicultural Korean language classes in secondary schools, multicultural students’ language and learning abilities, the directions of Korean language teaching instructions for multicultural students, recognizing the objectives, planning the teaching contents, text selection, second language education, teachers’ use of appropriate language and action