A Qualitative Study of Children' Bilingual Use in Multicultural Families in Korea

Sangshim, Hwang

doi:10.15724/jslhd.2018.27.1.008

Cited by 5 publications

(6 citation statements)

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“…예컨대 가구소득, 부모의 교육적 수준 등 사회경제적 수준이 높은 아동이 낮은 아동보다 이중언 어 구사수준이 높게 나타났다 (Calvo & Bialystok, 2014;Dixon et al, 2012). 그리고 외국인 부모 출신국의 경제적 수준, 해 당 언어 사용 화자의 수나, 향후 취업경쟁력 등도 소수언어에 대 한 인식이나 태도에 영향을 미칠 수 있다 (Hwang, 2018;Kim, 2010). 실제로 다문화가정 어머니의 모국어가 국제적으로 널리 쓰이는 경우, 그렇지 않은 경우에 비해 자녀의 소수언어 구사능 력이 더 높게 나타난 연구 결과가 있다 (Woo & Kim, 2016)…”

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“…다음으로 이중문화에 대한 수용태도도 다문화가정 자녀의 이 중언어 발달에 영향을 미칠 수 있다 (Hwang, 2018;Kwon, 2009;Lee, 2011). 이중문화 수용태도는 다문화가정 자녀가 주류문화 인 한국의 문화에 대해 지니는 수용적 태도와 소수문화인 외국인 부모의 문화에 대해 지니는 수용적인 태도 모두를 포함한다 (Lee, 2019).…”

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Minority Language Proficiency of Multicultural Adolescents: The Effects of Bicultural Acceptance Attitudes, Parents’ Educational Support, and the Use of the Minority Language at Home

Kang¹,

Choi²,

Kang³

2021

Fam. Environ. Res

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This study aimed to investigate the factors that influence multicultural adolescents’ proficiency in their mother’s native language, or their immigrant mother’s native language. A hierarchical regression analysis was performed on data from the survey answered by 1,028 multicultural adolescents aged 15 years old and whose mothers were from foreign countries for the 6th Multicultural Adolescents Panel Study(MAPS) conducted by the National Youth Policy Institute (NYPI) in 2016. The main results are as follows. First, multicultural adolescents’ minority language proficiency was generally low and significant differences were observed according to their gender, parents’ educational level, household income, and mother’s native country. More specifically, a higher proficiency in minority language was found for girls than boys, adolescents with a higher parental educational level, adolescents with a higher income, and adolescents whose mothers were from Japan or China, compared with those from the Philippines, Thailand, or Vietnam. Second, a significant positive correlation was observed between multicultural adolescents’ minority language proficiency and 1) foreign culture acceptance, 2) parent’s educational support, and 3) the use of the minority language at home. Third, foreign culture acceptance, parents’ educational support, and the use of the minority language at home were predictors of multicultural adolescents’ minority language proficiency. The study is meaningful in that it examined multicultural adolescents’ minority language proficiency, elucidating their bilingual development, whereas previous studies have only focused on their proficiency in Korean, which is the majority language.

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Minority Language Proficiency of Multicultural Adolescents: The Effects of Bicultural Acceptance Attitudes, Parents’ Educational Support, and the Use of the Minority Language at Home

Kang¹,

Choi²,

Kang³

2021

Fam. Environ. Res

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“…Multicultural characteristics such as bilingual competency was also a significant variable in our study. The level of language competency, particularly in the mother's native language, affects not only the quality of communication between the mother and adolescent [40], but also strengthens the adolescent's ego-resilience. The results of these studies are consistent with previous research, which show that the positive acceptance of biculturalism and bilingual competency are the most influential factors of ego-resilience for multicultural adolescents [1].…”

Section: Discussionmentioning

confidence: 99%

“…Korean is the major language utilized in communities and schools of South Korea. To add, communication between a mother and her child in the mother's native tongue facilitates a mutual understanding among family members [40]. For most multicultural families, the second language is considered to be a minor language that is utilized at home.…”

Section: Bilingual Competencymentioning

confidence: 99%

“…For most multicultural families, the second language is considered to be a minor language that is utilized at home. In such settings, bilingual fluency of children may depend on the degree of language input provided by parents [40]. Among multicultural families, parents who are concerned about the delay in their children's Korean language acquisition are likely to provide more language stimulation in Korean as compared to a second (minor) language.…”

Section: Bilingual Competencymentioning

confidence: 99%

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The Structural Relationship among Trajectories of Ego-resilience, Neglectful Parenting, Bilingual Competency, and Acculturative Stress of Multicultural Adolescents in South Korea

et al. 2020

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The purpose of this study was to investigate the trajectories of multicultural adolescents’ ego-resilience, to compare the effects of neglectful parenting and bilingual competency on the trajectories, and to analyze the longitudinal mediation effect of ego-resilience on these variables’ influence to acculturative stress. In order to accomplish these aims, analysis was conducted using the data of 1,392 adolescents from the Multicultural Adolescents Panel Study. For statistical analysis, AMOS 20.0 was utilized for latent growth modeling and structural equation modeling. Results indicated: (1) a quadratic increase in ego-resilience of multicultural adolescents; (2) a difference in the trajectory of ego-resilience according to gender, with males displaying lower initial values and more rapid growth; (3) significant effects of neglectful parenting and bilingual competency on the trajectories of ego-resilience; and (4) mediating effects of ego-resilience between (a) neglectful parenting and acculturative stress, and (b) bilingual competence and acculturative stress. In accordance with the view of adolescents as prospective leaders in promoting a sustainable future, this study offers insight on the positive psychosocial development and well-being of multicultural adolescents.

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Elementary School Teachers’ Perceptions on Bilingualism of School-age Multicultural Children for Collaboration between Educational Environment and Speech-Language Pathology

Jung¹,

Hwang²

2019

Commun Sci Disord

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The purpose of this study was to examine elementary school teachers' experience and perceptions regarding bilingual language use of children in multicultural families. Methods: An initial questionnaire was formed through analysis of previous research and an interview with a teacher group. After the preliminary experiments, a final questionnaire was completed. The questionnaire was distributed to teachers in the Jeonrabuk-do region. One hundred eighty-nine questionnaires were collected and the results were analyzed through frequency and chi-square tests. Results: The 57.5% of teachers attended multicultural classes and there was a high demand for teacher education on school life problems and language development. The 20.4% of multicultural children spoke two languages, and 31.2% of teachers recommended bilingual language use. The main reasons for this recommendation were identity and self-stability, and the reasons for not recommending bilingual language use were academic problems and a delay in learning Korean. Teachers were generally positive about bilingualism, but most teachers thought that they should learn Korean first. The necessity of bilingual education was also positive, and they thought bilingual education was provided by parents, language development supporters, and speech language therapists. The bilingual learning period was in the order of kindergarten, birth, and elementary school. When examining the difference of perception according to background variables, there were statistical differences according to working area for bilingual learning, and age and career for bilingual education. Conclusion: Teachers' perception of bilingualism was positive, but they were urgently considering problems such as academic achievement, school life adjustments, and Korean language acquisition. In the field of speech language pathology, it is necessary to reconsider the role of speech language pathology in the field of education in relation to language acquisition including bilingual language acquisition.

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A Qualitative Study of Children' Bilingual Use in Multicultural Families in Korea

Cited by 5 publications

References 0 publications

Minority Language Proficiency of Multicultural Adolescents: The Effects of Bicultural Acceptance Attitudes, Parents’ Educational Support, and the Use of the Minority Language at Home

Minority Language Proficiency of Multicultural Adolescents: The Effects of Bicultural Acceptance Attitudes, Parents’ Educational Support, and the Use of the Minority Language at Home

The Structural Relationship among Trajectories of Ego-resilience, Neglectful Parenting, Bilingual Competency, and Acculturative Stress of Multicultural Adolescents in South Korea

Elementary School Teachers’ Perceptions on Bilingualism of School-age Multicultural Children for Collaboration between Educational Environment and Speech-Language Pathology

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