The common language education which aims toward the multicultural integration for immigrants and host societies

本研究以近期德、韩、日三国移民外籍人士及收容社区的沟通话题为研究重点。我们对移民和东道国社会共同语言交流的内容和教育方法进行了研究，旨在构建多元文化融合社会。在德国、法国和韩国，移民被要求在政府层面上获得语言。然而，在旨在帮助移民获得必要语言技能的系统中，评估方法、课程设置和教学系统都存在严重缺陷。但是，由于语言学习义务、能力、评价方法、教育质量、教师培训等方面的定量和定性控制功能尚未发挥作用，在调查中查明了造成混乱的实际位置。很难培养东道国社会的多元文化意识，特别是…更重要的是，提供的具体政策和服务几乎看不到，导致人们对这些政策的重要性缺乏认识。东道国社会对那些语言技能不足的移民持相当负面的态度，他们不明白自己也有帮助移民获得语言技能的责任。东道国社会需要了解移民应该达到的语言习得水平，但如果没有构建共同语言相互交流框架的计划，就很难建立跨文化交际。为了了解这些国家有什么条件，以及应该教授什么水平的沟通能力，应该参考欧洲语言共同参考(CEF)的数据，以帮助移民和当地居民的教育，并帮助制定政策。此外，为了开发实用的教学方法和改进教师培训，应该在合作中使用每个国家的数据和研究。较少

In this study, it focused on communication topic of the recent German, Korea and Japan immigration foreigner and host communities. We researched concerning the contents and education method of common language for communication of the immigrants and host societies aimed toward the construction of multi cultural integrated societies.1.) In Germany, France and Korea, immigrants are required the language acquisition at the governmental level. Yet, within the systems designed to help immigrants gain the necessary language skills, methods for evaluation, curriculum, and the teaching system are seriously flawed. However, because quantitative and qualitative control functioning has not done yet at the time of the obligation of language learning, ability, evaluation method, in regard to quality of education and teacher's training etc, as for actual place causing confusion was ascertained in investigation.2.) It is difficult to cultivate a multicultural consciousness of host societies especially … More since concrete policies and services offered are nearly impossible to see, resulting in a lack of recognition for the importance of such policies. Host societies are quite negative about those immigrants whose language skills are insufficient, and they do not understand that they too bear some responsibility for helping immigrants acquire language skills.Host societies need to understand the level of language acquisition immigrants should attain, but without a plan to construct a framework for mutual communication in a common language, it is difficult to establish multicultural communication. In order to understand what conditions there are within these countries and what level of communication competency should be taught, the Common European Reference for Languages'(CEF) data should be referenced to help in the education of both immigrants and resident natives, and in and forming policy. Also, to develop practical teaching methods and improve teacher training, each country's data and research should be used in cooperation. Less