education, government, and trade, but not necessarily the home language of the citizens. )
Source from WATESOL News - Volume 34 #1 October/November 2003
Washington Area Teachers of English to Speakers of Other Languages www.watesol.org
Ⅱ. 본론-각국의 영어 특징
인도
(India)
싱가포르
(Singapore)
필리핀
(Philippines)
언어외적
[사회적/역사적 배경]
언어내적
[발
Ⅰ. 다문화교육(Multi-cultural Education)이란?
1. 다문화 교육의 개념
다문화 교육 운동은 1960년대 미국에서의 사회적 불평등에 대한 시민권 운동의 산물이다. 이렇게 다문화 교육은 원래 학교내의 인종차별주의와 관계되었으나, 그것이 성차별, 계층간의 차별, 장애에 대한 차별주의로 확산되어갔다(Marsh, 1992
캐나다
2차 세계대전 이후
폐쇄적이었던 이민정책 개혁, 다문화 정책을 표방하며 전세계의 이민 받아들임
1963년
퀘벡지역 불만의 근거를 제거할 목적으로
2언어2문화주의왕립위원회’(The Royal Commission on Bilingualism and Biculturalism)를 발족
1969년
「공용어법」 제정캐나다서부 여러 지역에 거
Definition of Multicultural Family
= married immigrant / a person who received citizenship
+ a person who acquired nationality at birth
따오
Vietnamese mother, 30
Middle school graduate
Difficulties in communicating with Koreans
순이
Daughter, 10
Target for bullies
Hard to keep up with school education
Spent a lot of time alone
권순호
Father, 46
High school
Ⅲ-1. 기독교대안학교의 정체성 과제
1) 학교
기독교대안학교의 정체성 가운데 ‘학교’여야 한다는 의미는 학교로서의 정당성을 확보하는 것이다. 왜 학교여야 하는가? 교육(education)과 학교교육(schooling)은 구별되어야 하는데, 기독교대안학교는 학교라는 형태로 교육을 실시하는 것에 대한 이유
Undergraduate in Yonsei. S. Korea
CEO of Amore Pacific
Awarded Légion d'honneur in 2006
President of National Associate
of Cosmetic
Undergraduate in SNU, South Korea
Graduate, Ph.D in Paris XI University (Economics)
Studied in France for 10 years before joining the AmorePacific
Bilingual in Korean and French
Became CEO of Europe S.A in 1997
Cosmetics:
Hera
Odyssey
Ryu
Pr
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education about various kinds of problems and changes.
We need gradual education starting from childhood to have knowledge of other cultures and respect of various cultures. And to start with this gradual education, we suggest the Multicultural Education using the snow ball model. This model is a way to break from the cramming method of teaching using a teacher's explanation and to gather an ind
as cognitive style. When cognitive styles are specifically related an educational context, where affective and physiological factors are intermingled, they are usually more generally referred to as learning styles. Studies of learning style bring important variables to the forefront. Such styles can contribute significantly to the construction of a unified theory of second language acquisition.