• 한국생활과학회지
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• 제13권4호
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• pp.497-506
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• 2004

This study examines the influence of early English education on children's bilingual language development to see whether the early exposure to English education affects children's competencies of both English and Korean. Based on this purpose, it attempts to examine whether it supports additive or subtractive bilingualism. The competencies of both English and Korean of the children with early English education were, therefore, compared with those of the children without it, and the relation between the two competencies was also studied. For this research, two different groups of children - one with 48 children who attend English kindergarten and the other with 60 children who attend only Korean kindergarten - took PPVT-R in Korean and in English each. The result shows that children with early English education have more English competency than those without it. No significant differences, however, are found in Korean competency between the two groups. The relation between the two competencies proves positive in children with early English education. It can thus be concluded that the effect of early English education is partially positive on children's language development, which may support the additive bilingualism that children's second language can improve without losing their native language competency. In addition, this result will be able to provide for us the direction and the guideline to the policy of foreign language education and early education.

• 아동학회지
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• 제21권4호
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• pp.69-79
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• 2000

This study compared the English and the Korean receptive competency of bilingual children with that of English and Korean monolingual children, respectively. The relation between English and Korean receptive competency of bilingual children was examined by age and gender. Subjects were 27 bilingual, 30 Korean monolingual, 24 English monolingual children. They were administered the revised form of the Peabody Pictures Vocabulary Test in Korean and English versions. Results show that bilingual children's Korean receptive competency is lower than those who spoke only Korean, and bilingual children's English receptive competency was a little lower than those who spoke only English, but the difference narrowerd with age. The relation between Korean and English competency in bilingual children was negative in 4- and 5-year-olds but became positive in 6-year-olds. This study shows that the two points-of-view on bilingual language development should be applied differently depending on children's age.

• Child Studies in Asia-Pacific Contexts
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• 제6권1호
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• pp.17-29
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• 2016

To help define future research direction and enhance educational service for children from Asian and Latino immigrant backgrounds, this review examines research investigating social competence with reference to host and heritage language skills. A targeted search obtained 14 peer-reviewed studies published from 1994 to 2014 focusing on children aged from birth to 12 years. Social competence is mainly measured by four dimensions: externalizing behaviours, internalizing behaviours, social skills and relationships with others. The evidence suggests that English proficiency levels are positively associated with social skills and parent-child relationships are of higher quality when parent-child heritage language difference is minimal. However the findings are mixed regarding how English levels are associated with externalizing, internalizing behaviours and relationships with others and how heritage language levels are associated with social competence. This review makes a set of recommendations for future research including assessment of participants' language proficiency with language tests and examination of emotional factors in the relationship between English and social competence. The implications of the findings are also discussed for educators.

• 한국영어학회지:영어학
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• 제3권1호
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• pp.15-36
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• 2003

This paper investigates the patterns of language choice among bilingual Korean students in New Zealand and presents the findings by the individual variables which influence their language behaviour. Respondent variables such as gender, present age, age at migration, region, and duration of residence were adopted as frames of analyses as they were thought to bring us macro-sociolinguistic features of language behaviour in a broad sense. A total of 177 primary to tertiary students from three regions of New Zealand (Auckland, Wellington, and Christchurch) were surveyed to find out characteristics of their language choice patterns with diverse interlocutors in a wide range of contexts. It was found that the younger AAM (age at migration) group showed a greater shift towards English. In addition, the longer the respondents had resided in New Zealand the more they used English. The results also revealed that females generally used less English and were more flexible choosing either Korean or English according to the situation. The younger respondents were using more English in some exceptional contexts where tertiary students were ahead of secondary students. Respondents from Wellington, on the whole, shifted towards English more than others from Auckland, and Christchurch. From these findings some implications are suggested for Korean students, teachers, researchers, and the government not only in New Zealand but also in Korea.

• 음성과학
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• 제13권2호
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• pp.35-46
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• 2006

This study investigated whether there are differences between Korean-English bilingual and Korean monolingual children on phonological awareness skills. Participants were 11 Korean-English bilingual children and 12 Korean monolingual children. The children's ages ranged between 6 and 7 years. The results were as follows. First, the bilingual children significantly outperformed monolingual children on overall phonological awareness tasks. The bilinguals performed significantly higher than monolinguals on all three types of phonological awareness tasks (segmentation, deletion, and blending). Second, there was a significant difference between the groups with respect to phonological units of the tasks. The bilinguals performed significantly better than monolinguals on the phonemic unit tasks, but two groups did not differ significantly on syllabic unit tasks. There was an interaction effect between unit size(syllables and phonemes) and group (bilinguals and monolinguals). Third, there were correlations for both bilingual and monolingual children between overall phonological awareness skills and word recognition skills.

• Child Studies in Asia-Pacific Contexts
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• 제3권1호
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• pp.69-80
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• 2013

The present study examined balanced bilingual children's cognitive and affective perspective-taking and compared them to that of monolingual children. A total of 133 children aged 4 to 5 years and consisting of 73 Korean-English bilinguals and 60 Korean monolinguals were tested with cognitive perspective-taking and affective perspective-taking tasks. Balanced bilinguals were screened through general language ability tests in both English and Korean. Participant backgrounds were collected through a parent questionnaire. Results showed significant differences in affective perspective-taking between bilingual and monolingual children, demonstrating that bilingual children outperformed monolingual children. Although there was no difference in cognitive perspective-taking between bilinguals and monolinguals, the result showed that children's cognitive perspective-taking ability develops with age. This study provides basic information about bilingual children's perspective-taking ability and their bilingual advantage.

• Child Studies in Asia-Pacific Contexts
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• 제2권2호
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• pp.91-107
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• 2012

This study aimed to understand communicative and socialization practices of immigrant bilingual families in everyday learning situations by examining interactions between parents and children in the United States. Drawn on language socialization theory and socio-cultural factors influencing immigrants, this study explored how three Korean American mothers struggled as they helped their children with homework by interviewing the mothers and observing mother-child interaction during homework time. The study paid attention to the emotional values of immigrant parents that they tried to teach their children who are members in two distinctive communities, such as Korean American and mainstream American. The findings showed that parental socialization practices had effects on children's emotional and social competence and at the same time the socialization process was bidirectional. Mothers started with Korean values, but they faced challenges with the English language, different demands for American homework, and children's rejection of their attempts. Mothers needed to change their strategy and borrow American ways of keeping emotional distance from their children by acknowledging their independence. Their struggles are discussed with attention to their language choice and culture.

• 인지과학
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• 제19권2호
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• pp.177-203
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• 2008

본 연구는 후기 한국어(L1)-영어(L2) 이중언어자들에게서 두 언어에 따른 의미체계의 구조를 비교해 보려는 목적으로 수행되었다. 단어의 의미표상이라는 가장 기본적인 지식의 구조가 이중언어자의 두 언어에서 어떠한 양태로 나타날 것인지를 비교해 보고자, 자연범주 또는 인공범주에 속하는 기본수준의 단어를 보고 난 뒤 제시되는 그림을 보고 그 단어로 표상되는 의미인지를 판단하는 단어-그림 일치여부 판단과제를 실시하였다. 실험 1과 실험 2에서 단어-그림의 제시간격(SOA)을 각각 650ms, 250ms 로 하여, 과제를 수행할 때 번역전략의 사용여부를 확인하였다. 실험 결과 번역의 효과는 나타나지 않았다. 두 실험 모두에서 한국어로 단어가 제시되었을 때가 영어로 제시되었을 때보다 판단시간이 빨랐으며, 한국어에서는 자연범주를 판단하는 것이 인공범주를 판단하는 것보다 오래 걸렸지만, 영어에서는 범주에 따른 차이가 나타나지 않았다. 이 결과는 후기 이중언어자에게서 한국어(L1)의 의미구조는 체계적으로 구조화되어 있는 반면, 영어(L2)의 의미구조는 아직 충분히 발달하지 못한 미분화된 체계일 가능성을 시사한다.

• 음성과학
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• 제8권1호
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• pp.123-133
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• 2001

This case study investigated the assessment and treatment of bilingual children using a 4.5 year old bilingual child. We also compared treatment methods for bilingual children in the U.S. and in Korea, respectively. Given the lack of unbiased assessment tools, it was difficult to evaluate the child properly. In addition, the study of the linguistic characteristics of bilingual children have not been researched extensively in Korea. As a result, there were limitations in assessing the child. However, once all requisite information had been gathered, he was assessed as a bilingual child with specific language impairment (SLI) and his skill in both languages was considered equivalent. During treatment sessions, the child exhibited diverse linguistic characteristics and interesting error patterns which were not evident in monolingual SLI. However, it was difficult to assess whether the error patterns exhibited by the subject were attributable to his own bilingual characteristics or not. This was further complicated by the lack of previous research on the bilingual child's linguistic characteristics. His progress differed from one area to another. Furthermore, we illustrated some of the limitations in assessing bilingual children and proposed several considerations that should be met before treatment is initiated.

• 문화기술의 융합
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• 제6권1호
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• pp.321-326
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• 2020

우리는 이 연구에서 다언어주의 맥락에서의 지속가능한 언어교육정책을 고찰하고자 한다. 인구의 다수가 다언어적이므로 다언어구사자들이 기준이 되는 다언어정책이 교육에서 우리가 채택할 수 있는 최선의 방법이다. 전통적으로 다언어사회였던 미국의 언어교육정책을 분석하여 한국사회의 언어교육정책에 관한 시사점을 모색하고자 한다. 다언어교육정책의 채택 동기와 정당성을 지속가능성, 정체성, 공정성, 세계영어, 기계번역, 그리고 보편문법이라는 6 가지 다른 관점에서 분석한다. 언어정책의 모델로 미국에서는 영어플러스(영어+n) 정책을 제안하며, 유사하게 한국에서는 한국어플러스(한국어+n) 정책을 언어교육현장에서의 최선의 언어정책모델로 제안한다. 이러한 플러스(+n)정책은 모국어와 해당국가의 다언어주의를 형성하는 다른 외래어 둘 다의 유창성을 목표로 하며 이때 다언어정책은 이중언어정책도 포함한다. 특히 4차 산업혁명시대의 맥락인 다양성과 융합의 시대에 언어다양성과 다언어정책은 해결해야할 문제가 아니라 보호되고 유지되어야할 권리이며 자산으로 간주되어야하고 언어교육정책 또한 다언어주의의 관점에서 다루어져야 한다.