Abstract

This study aimed to investigate the effects of a school library-based picture book reading program designed for multicultural students on their language abilities, emotional stability, and library usage behaviors. To accomplish this, a tailored picture book reading program for multicultural students was developed and implemented in an elementary school setting, utilizing qualitative research methods to observe and describe students’ experiences. The program spanned 20 sessions integrated into the curriculum and involved 13 multicultural students from three second-grade classes. The primary findings are as follows: First, participating students enhanced their Korean vocabulary and background knowledge needed for learning through picture books, which also fostered emotional stability. The program contributed to improving students’ social interaction skills and shaping a positive attitude toward school life. Second, after the program, students visited the library more frequently, with increases in book borrowing and reading activities. Many students voluntarily borrowed books read during class or recommended them to peers, indicating that they began to perceive the library as a rich space for learning and exploration.