초등 한국어(KSL) 학습자 대상 한국어 진단평가 개선 방안 연구-프랑스 CASNAV의 진단평가 분석을 바탕으로
A study on the improvement of KSL diagnosis assessment for elementary KSL students.
- 주제(키워드) 한국어 진단평가 , 한국어 교육과정 , 초등 한국어 학습자 , 프랑스 이민자 자녀의 학교 교육 지원센터 , CASNAV 진단평가 , KSL diagnosis assessment , KSL curriculum , Elementary KSL students , CASNAV , Diagnosis assessment of CASNAV
- 발행기관 한국언어문화교육학회
- 발행년도 2022
- 총서유형 Journal
- KCI ID ART002842491
- 본문언어 한국어
초록/요약
This study aims to analyze the diagnosis assessment of CASNAV in France to improve KSL diagnosis assessment for elementary KSL students in Korea. CASNAV is an educational institution that supports French education for immigrant children in France. Since France has developed into a multicultural society before any other country, it is necessary to study this case in detail. In order to meet this purpose, this study analyzed the diagnosis assessment of CASNAV in Paris. As suggestions for improvement for KSL diagnosis assessment, this study proposes that KSL diagnosis assessment should (a) focus on whether communication can be performed through various means, (b) evaluate students' academic performance in consideration of learning experiences in their country of origin, (c) ensure validity by arranging assessment questions progressively, and (d) provide a guideline to teachers for conducting a dynamic assessment.
more초록/요약
This study aims to analyze the diagnosis assessment of CASNAV in France to improve KSL diagnosis assessment for elementary KSL students in Korea. CASNAV is an educational institution that supports French education for immigrant children in France. Since France has developed into a multicultural society before any other country, it is necessary to study this case in detail. In order to meet this purpose, this study analyzed the diagnosis assessment of CASNAV in Paris. As suggestions for improvement for KSL diagnosis assessment, this study proposes that KSL diagnosis assessment should (a) focus on whether communication can be performed through various means, (b) evaluate students' academic performance in consideration of learning experiences in their country of origin, (c) ensure validity by arranging assessment questions progressively, and (d) provide a guideline to teachers for conducting a dynamic assessment.
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