This study adopts the viewpoint that understanding linguistic aspects of different groups is efficient to promote a person's world view, which leads to increasing intercultural sensitivity(IS). The first goal is to examine the IS of the entire participants who experienced different languages. The second goal is to examine the difference in IS according to students' linguistic and cultural backgrounds. This study collected and analyzed quantitative and qualitative data through surveys at a school accepting diverse languages. As a result, first, the overall IS of the participants turned out to be in the Adaptation phase(AP) indicating ethnorelative world views. Second, multicultural family students(MS) were found to have higher IS compared to general students and to face solving communication issues with students of different backgrounds in the AP. General students are first found to have some issues left in the Minimization phase they need to solve, but an indepth analysis has shown that they are also in the AP since they face solving the similar issues to MS. This study, finally, puts forward some suggestions on dealing with multicultural languages.

Abstract
1. 연구의 필요성 및 목적
2. 이론적 배경
    2.1. 간문화감수성과 언어역할
    2.2. 한국인의 간문화감수성
    2.3. 한국의 다문화 언어교육
3. 연구방법
    3.1. 연구 대상
    3.2. 연구 도구
    3.3. 자료 수집과 분석 방법
4. 연구결과
    4.1. 전체 참여자의 간문화감수성 양상
    4.2. 언어와 문화의 배경에 따른 간문화감수성 양상
5. 결론 및 제언
참고문헌

• 김향숙(한양여자대학교 외국어교육연구소) | Kim Hyang-Sook