During the last decade, an increasing number of immigrants came to Korea mainly for getting jobs and following their spouses, and the Korean government attempted to introduce several policies and projects. Among those policies and projects, the bilingual teacher development program was launched for developing bilingual teachers to teach their cultures and languages to multicultural and general students as well. The purpose of this research was to find out what multicultural immigrant women who participated in a bilingual teacher development program wanted to obtain from the program, and possibly to suggest aiming at developing a teacher training program for the future. Twelve pre-service bilingual teachers who were being trained in bilingual teacher development program participated in the pre- and post-questionnaire surveys. The results of the study are as follows. First, 12 pre-service bilingual teachers fully understood their roles as bilingual teachers and they think they are prepared to carry out those roles through the training program and the practicum. However, after the practicum they recognized they need to deepen their knowledge on child psychology, counseling and material development. Next, the pre-service teachers were satisfied with the training program and the courses they took in the program would be helpful to work as a bilingual teacher. However, they demand more practicum in the training curriculum. Some suggestions are made for improving the current system of practicum in the bilingual teacher training curriculum.

이 연구의 목적은 서울시 초등학교에서 이중언어강사로 근무한 경험이 있는 이중언어강사들을 대상으로 그들의 다문화교육 경험을 깊이 있게 탐색하는 것이다. 이 연구는 7명의 이중언어강사 경험이 있는 연구참여자를 대상으로 질적연구방법론의 심층면담방법에 의해 수행되었다. 수집된 연구자료는 지속적 비교분석에 의해 분석되었으며, 이 연구의 주요 결론은 다음과 같다. 첫째, 이중언어교육은 우리 사회가 성공적인 다문화 사회로 전이되기 위한 중요한 기제가 될 수 있다. 둘째, 일선학교에서의 이중언어강사들의 활동이 성공적으로 수행되기 위해서는 이중언어교육 및 이중언어강사에 대한 충분한 행·재정적 지원이 요구된다. 연구자들은 그 밖에 여러 연구의 시사점을 제시한다.