A Study on the Development of Linguistic and Cultural Identity Awareness in Parents and Children of Multicultural Families Abroad -Focusing on Bilingual Education and Identity Formation in Korean-French Families Residing in France

This study used qualitative research methods to analyze the practical aspects of bilingual education and the processes of linguistic and cultural identity formation among the second generation of Korean-French multicultural families settled in France through international marriage. The findings are as follows: First, children's acquisition of bilingualism is influenced by their parents' attitudes toward bilingual education, with the French father's role having a greater impact on a family's linguistic balance than the Korean mother's. These findings highlight how parents' linguistic roles affect the dynamics of culture and language within a family, necessitating a reconsideration of bilingual education. Second, the challenges of bilingual education include setting a standard for bilingualism, addressing issues related to language mixing, and managing differences in the status of languages. Third, the correlation between bilingualism and identity formation suggests that when an individual's linguistic identity and cultural belonging are harmoniously integrated, a stronger sense of identity emerges. Additionally, the linguistic and cultural challenges faced by bilingual children and the process of overcoming those challenges are integral to their identity formation process. This research offers valuable insights into bilingual education for children from multicultural families and their cultural identity development, addressing the relatively insufficient studies on the complex identity issues faced by children of multicultural families living abroad.