The number of multicultural families has been increasing in Korea recently, and it is reported that students from multicultural family experience multiple struggles in English learning. With an awareness of mothers’ role in child’s education, this study aims to investigate multicultural family mothers’ perception of English education and the extent of those mothers’ involvement in their child’s English learning. For the purpose of this investigation, the present study collected survey data from 115 multicultural family mothers with varying national backgrounds, and interviews were conducted with 10 mothers. The results of this study reveal that the multicultural family mothers were well aware of the importance of English skills and knowledge with a belief in the practical value of English as a gatekeeper to materialistic, symbolic resources. However, the mothers were not that actively involved in child's English learning for several reasons, including their limited English proficiency and economic burden. Based on the findings, the present study offers practical suggestions for assisting multicultural family children’s English education and their social integration.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Multicultural Family
    2.2. Multicultural Family Mothers and their Children's English Education
3. METHODOLOGY
    3.1. Participants 
    3.2. Data Collection
    3.3. Data Analysis
4. FINDINGS
    4.1. Multicultural Family Mothers' Perception of Child's English Education
    4.2. Multicultural Family Mothers' Involvement in Child's English Education
5. DISCUSSION AND CONCLUSION
REFERENCES

• Sreypov Siv(Sookmyung Women’s University)
• Myonghee Kim(Sookmyung Women’s University) Corresponding author