본 연구는 한국 화교의 교육 경험을 세대별로 분석하여 화교교육의 실제를 역사적으로 살펴보는 데 목적이 있다. 연구자는 한국과 대만(중화민국)사회의 정치 · 사회적인 변화들이 화교교육에 어떠한 영향을 주었고, 그러한 변화들은 화교 개인에게 어떠한 교육적 경험으로 인식되어 왔는지 알아보고자 하였다. 연구는 구술사 연구방법을 활용하여 1950년대 교육을 받았던 60대부터, 2010년대 현재 교육을 받고 있는 10대에 이르기까지 총 13명의 교육경험을 분석하였다.
화교의 초등교육은 언어교육과 중국 문화의 전수 등을 위주로 이루어져왔다. 언어교육은 근래 화교사회 내 국제결혼이 증가하면서 점차 학생들에게 중국어교육을 강화하는 방향으로 진행되고 있다. 중등교육은 본국인 대만 대학 진학을 목표로 교육내용이 구성되어 왔으나, 1992년 한중수교 이후부터 한국 대학으로 진학하는 학생들이 꾸준히 늘고 있다. 화교들이 한국 대학으로 진학하는 학생 수가 늘어나면서 화교 학생들은 대학에서 한국에 대한 정보 부족, 한국어 사용의 어려움 등으로 휴학하거나 중도하차하는 일이 발생해 화교 사회에서 교육적 문제가 되고 있었다.
This study examines the reality of the education of overseas Chinese in Korea from the historical standpoint by analyzing their educational experience by generation. First, the first priority in the education for overseas Chinese is Chinese language. From the 1950’s to the 1970’s, overseas Chinese lived amongst themselves and their children were naturally exposed to the language and acquired it. However, recently, the rate of marriage between the overseas Chinese in Korea and Koreans is on the rise and the children of overseas Chinese tend to get exposed to Korean more than Chinese through internet and the media. Consequently, the education for overseas Chinese is heading towards the direction where the Chinese language education is more stressed gradually. Second, the secondary education has been conducted with the purpose of entering college in Taiwan, but since the Korea-China diplomatic treaty in 1992, the number of students who are entering Korean universities is steadily increasing. Since overseas Chinese receive education from primary school to high school amongst themselves, when they enter college, they experience difficulties in adapting in Taiwan and Korea. Students who enter college in Taiwan are told they are “Koreans” from people of Taiwan, the country of their citizenship. Furthermore, they experience the discrepancy between the education they have received and the education in their native country. The students who entered Korean colleges, in many cases, have failed to adapt to Korean society due to difficulty in speaking Korea and discrepancy in the way classes are run and the number of students who took leave from school and who end up not graduating has been considerable.
This study examines the reality of the education of overseas Chinese in Korea from the historical standpoint by analyzing their educational experience by generation. First, the first priority in the education for overseas Chinese is Chinese language. From the 1950’s to the 1970’s, overseas Chinese lived amongst themselves and their children were naturally exposed to the language and acquired it. However, recently, the rate of marriage between the overseas Chinese in Korea and Koreans is on the rise and the children of overseas Chinese tend to get exposed to Korean more than Chinese through internet and the media. Consequently, the education for overseas Chinese is heading towards the direction where the Chinese language education is more stressed gradually. Second, the secondary education has been conducted with the purpose of entering college in Taiwan, but since the Korea-China diplomatic treaty in 1992, the number of students who are entering Korean universities is steadily increasing. Since overseas Chinese receive education from primary school to high school amongst themselves, when they enter college, they experience difficulties in adapting in Taiwan and Korea. Students who enter college in Taiwan are told they are “Koreans” from people of Taiwan, the country of their citizenship. Furthermore, they experience the discrepancy between the education they have received and the education in their native country. The students who entered Korean colleges, in many cases, have failed to adapt to Korean society due to difficulty in speaking Korea and discrepancy in the way classes are run and the number of students who took leave from school and who end up not graduating has been considerable.
