@article{oai:ngu.repo.nii.ac.jp:00000225,
 author = {金, 愛慶},
 issue = {4},
 journal = {名古屋学院大学論集　社会科学篇, THE NAGOYA GAKUIN DAIGAKU RONSHU; Journal of Nagoya Gakuin University; SOCIAL SCIENCES},
 month = {Mar},
 note = {This study investigated the meaning of Korean language and culture education for South Korean residents in Japan from the perspectives of multicultural symbiosis and multicultural education. The data were obtained from 28 Korean households by an anonymous survey. The results showed that Korean parents had three expectations for Korean language and culture education for their children; ‘Growth to be an internationally-minded person with multiple cultures (Fac1)’, ‘Identity acquisition as a Korean’ (Fac2)’ and ‘Communication in Korean (Fac3)’. Furthermore, there were significant differences in the levels of expectation of these three factors depending on whether both parents were Korean or not. Households where both parents were Korean showed higher expectations for all three factors. Korean parents reported their children’s positive changes toward Korean language and culture after starting to learn the Korean language and culture; 61 percent for Korean language and 57 percent for Korean culture. These results indicate that opportunities for learning the Korean language and culture support the acquisition of the Korean child’s multicultural identity. Korean parents expressed affirmative responses to the following two questions: ‘Is learning the Korean language and culture favorable for your children’s adaptation to Japanese society?’ and ‘Can an increase of children who are multicultural contribute to the internationalization of Japanese society?’ There were, however, skeptical or prudent opinions for the same questions in the Korean group, which is fourth generation and have experienced discrimination toward Koreans in Japan.},
 pages = {95--110},
 title = {在日コリアンの韓国語・文化教育の意味：多文化共生・多文化教育の観点から},
 volume = {47},
 year = {2011}
}