This study aims to propose macro-level strategies for enhancing the curriculum of multicultural education policy schools administered by the Chungcheongnam-do Office of Education, focusing on ensuring the educational and career rights of students with immigrant backgrounds. As the number of students from diverse linguistic and cultural backgrounds in public education increases, Korean as a Second Language (KSL) classes have expanded, particularly in multicultural policy schools. Despite the integration of both communication-oriented daily Korean instruction and academic Korean instruction, limitations remain in supporting subjectspecific learning and in providing effective academic and career guidance. Based on an analysis of core policy documents from the Chungcheongnamdo Office of Education and interviews with students and teachers in multicultural education policy schools, this study proposes three strategic directions: (1) the development and implementation of an academic Korean curriculum linked to students’ mother tongues, (2) the expansion of career and academic guidance through connections with local resources, and (3) the reinforcement of training programs for teachers and parents. This research provides meaningful insights for designing inclusive and responsive curricula that respect the linguistic and cultural diversity of students with immigrant backgrounds while ensuring equitable access to educational opportunities.
Hyung Geun Jung (Thu,) studied this question.