This paper systematically analyzed research trends of North Korean defectors’ English education in South Korea using the scoping literature review method. From 2001 to 2022, research on this topic was categorized into three phases: 1) Phase 1 (2000-2011), 2) Phase 2 (2012-2019), and 3) Phase 3 (2020-Present). Each phase was analyzed using school levels, themes, and research methods. Approximately a quarter of previous research investigated alternative schools for North Korean defectors, with students having difficulties with their limited English learning experiences. Research themes mainly concentrated on learner factors (48 papers), followed by educational contexts and teaching methods (21 papers). Most studies on appropriate teaching methods for North Korean defectors adopted qualitative methods focusing on a small number of participants. Regarding research methods, studies adopting qualitative methods accounted for 48.0%, whereas studies using quantitative ones accounted for 10.4%, reflecting the limited research opportunities to collect a large set of data from various North Korean participants in South Korea.

1. 서론
2. 이론적 배경
    2.1. 북한이탈 주민의 정착과 영어교육
    2.2. 북한 영어교육의 시대별 변천
3. 연구방법
    3.1. 연구 문제
    3.2. 분석 대상 및 검색 방법
    3.3. 분석 기준
4. 연구 결과
    4.1. 시기별 분석
    4.2. 대상별 분석
    4.3. 연구방법별 분석
    4.4. 주제별 분석
5. 결론 및 시사점
REFERENCES

• 김태영(Professor, Department of English Education, College of Education, Chung-Ang University) | Kim Tae-Young Corresponding Author
• 오신유(Graduate Student, Department of English Education, Chung-Ang University) | Oh Shinyu
• 신희창(Graduate Student, Department of English Education, Chung-Ang University) | Shin Hee-Chang