귀국 대학생의 내러티브 정체성 형성을 위한 성찰적 글쓰기 교육 연구

초록

Journal of the International Network for Korean Language and Culture 16-1, 131-156. A Study on the Reflective Writing Education for the Formation of Narrative Identity of College-aged Returnees. In this study, I proposed the principle of reflective writing to a group of learners, who returned to Korea after spending their childhood in an environment where multi-lingual cultures coexist, and conducted action research to determine the characteristics of writing experiences on the formation of their identity. Based on the formation process of narrative identity, the principle of reflective writing for identity formation was set to “event centrality,” “consistency of analysis,” and “interactions” and writing classes were held. Results showed that, through reflective writing, learners, who defined themselves by the fragmentary experiences of a multi-lingual culture, were able to identify themselves by drawing attention to the history and experiences of individuals, rather than to the environment and collective characteristics. In addition, the concrete rebuttal of childhood experiences of learners who lived as outsiders in a lingual culture other than Korea, played a positive role in overcoming the alienation that he/she once again felt when he/she returned to Korea. This affected the formation of flexible thinking to understand the behavior and thoughts of parents and neighbors with experiences that were different from students’ own.