결혼 이민자를 대상으로 하는 입국 전 기본 소양 평가 실시와 베트남 내 교육기관의 대응

Abstract

Recently, Korean Government requires the marriage immigrants who got married to Korean citizens to equip basic knowledge when they obtain Immigrant Spouse Visas. The above mentioned basic knowledge refers the command of Korean language and the comprehension of Korean custom. And the evaluation of it is based on the Nationality Law of Korea. Korean government implements this policy because the marriage immigrants could experience matrimonial difficulties and also could be vulnerable members in Korean society if they don't know Korean language and custom. Test of Proficiency in Korean (TOPIK) Level 1 is the required level of command of Korean Language when a marriage immigrant obtains the Immigrant Spouse Visa. That is the level which is necessary for the basic communication with Koreans. At the time of visa application, a marriage immigrant must submit either the certificate of TOPIK equivalent to Level 1 or higher or the certificate demonstrating the completion of a basic level of Korean language course in an education institute designated by Korean Ministry of Justice. But it is not easy to take the TOPIK or to take a course at an education institute designated by Korean Ministry of Justice in a foreign country. Therefore, an interview can be conducted in order to examine the applicant's command of Korean language, if he/she wants it at the time of visa application. The test which is implemented at this process is the Test of Basic Knowledge for Marriage Immigrants to obtain the Immigrant Spouse Visa. Vocabulary, grammar and discourse comprehension are evaluated in the test. The test has 25 problems; Five for vocabulary, five for grammar, and fifteen for discourse comprehension. A marriage immigrant should gain more than 60 points to obtain the Immigrant Spouse Visa. It is anticipated that this system will provoke changes in Korean language

education in Vietnam because there are number of marriage immigrants in that area. Therefore, Korean language education institutes in Vietnam need to prepare for the system. Fortunately, an obvious effect of education is expected, as marriage immigrants have strong motivations. And, since the details of the evaluation are announced, it is easy to develop an education program. It could be recommended that the education institutes in Vietnam develop programs based upon the analysis of the sample tests. This will help them enhance the capability of Korean of their students and contribute to the stable development of Korean education in Vietnam.