그림책 읽기에 기초한 학습 도구어 교육 활동이 다문화 가정 유아의 학습 도구어 학습에 미치는 영향

초록

Prior studies on academic language have shown that children from multicultural families lag in academic language development and thus experience difficulties dealing with language demands at school. This study is designed to investigate the effect of a learning intervention of storybook-based academic vocabulary for young children from multiethnic families. The participants consist of 27 children from multicultural families in Seoul, who are assigned to either an experimental group or a control group. A corpus was first constructed from transcriptions of kindergarten and primary-level classroom instruction, primary-level textbooks, and lesson plans presented in Nuri curriculum guidelines. High-frequency general academic vocabulary is then extracted from this corpus. The experimental group is provided with opportunities to learn academic vocabulary while reading picture books and participating in follow-up activities; the control group participates in regular shared book- reading sessions. The study finds that the experimental group shows significantly more growth in their knowledge of target academic vocabulary than the control group, suggesting that it is possible to provide support for the acquisition of academic vocabulary, albeit at a slow pace, if we provide appropriate instruction.

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