Heritage Language and Ethnic Identity: A Case Study of Korean-American College Students

Brown, Clara Lee

doi:10.18251/ijme.v11i1.157

Cited by 38 publications

(40 citation statements)

References 37 publications

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“…Excerpts from these interviews are included in the Discussion section to support explanations for why certain aspects of language experience are relevant for cultural affiliation. Readers interested specifically in a case-study approach to the relationship between language and culture in bilinguals are referred to Brown (2009), Mah (2005), Martinez-Roldan (2003), Mills (2001), Schecter and Bayley (1997), and Smolicz (1982).…”

Section: Methodsmentioning

confidence: 99%

“…Linguistic knowledge also enables bilinguals to directly engage in the culture's practices, including religious, artistic, medical, dietary, and political activities. By learning about and participating in a culture via language use, bilinguals may come to identify more with the culture (or potentially less with the culture depending on their perspective of the culture's beliefs and practices) (Brown, 2009). …”

mentioning

confidence: 99%

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Linguistic Predictors of Cultural Identification in Bilinguals

Schroeder¹,

Lam²,

Marian³

2015

Applied Linguistics

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Most of the world's population has knowledge of at least two languages. Many of these bilinguals are also exposed to and identify with at least two cultures. Because language knowledge enables participation in cultural practices and expression of cultural beliefs, bilingual experience and cultural identity are interconnected. However, the specific links between bilingualism and cultural identity remain largely unidentified. The current study examined which aspects of bilingualism relate to identification with first- and second-language cultures. Two-hundred-and-nine bilinguals completed a questionnaire probing linguistic background and cultural affiliations. Regression analyses indicated that cultural identification was predicted by age of language acquisition, language proficiency, foreign-accentedness, and contexts of long-term language immersion and current language exposure. Follow-up analyses revealed that the language-culture relations were mediated by the age and manner in which the second language was acquired. These findings are situated within a proposed framework of bilingual cultural identity. By identifying features of bilingualism that are relevant for cultural identity, the current research increases our understanding of the relationship between language and culture.

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Linguistic Predictors of Cultural Identification in Bilinguals

Schroeder¹,

Lam²,

Marian³

2015

Applied Linguistics

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“…The HL research on Korean Americans and Chinese Americans has highlighted important correlations between HL proficiency and positive ethnic identity identification (Brown, 2009;He, 2006;You, 2005). Proficient HL speakers felt more comfortable in social interactions with other HL speakers and a greater sense of social belonging (Cho, 2000;He, 2006;Joo, 2009).…”

Section: Hl Learning For Korean Americans and Chinese Americansmentioning

confidence: 99%

Feeling Not Asian Enough: Issues of Heritage‐Language Loss, Development, and Identity

Hsieh¹,

Kim²,

Protzel³

2020

J Adolescent & Adult Lit

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“…Studi lain terkait budaya dan percampuran budaya menunjukkan bahwa mahasiwa Korea yang telah tinggal di Amerika sejak kecil mengidentifikasikan diri mereka sebagai orang Amerika, namun hal yang mereka sadari bahwa mereka bukan 'sepenuhnya Amerika' karena perbedaan fisik yang tampak jelas (Brown, 2009).…”

Section: Identitas Etnis Remaja Kepemilikan Eksplorasiunclassified

Gambaran Identitas Etnis Remaja Suku Jawa dan Sunda

Fathurroja

Mumtazah²,

Rosiana³

et al. 2018

JPIB

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Ethnic identity is important in cultural inheritance. In border areas, there are often mixing of two different ethnic groups. The purpose of this study is to obtain an overview of the ethnic identity of Sundanese and Javanese adolescents in the border region. The subjects in this study were two group of students from one High school in Ciamis, a border area between West Java and central Java. They were members of the Javanese and Sundanese ethnic groups (N=60). The instrument used is the Multigroup Ethnic Identity Measure (MEIM) scale developed by Phinney (1992). Result shows that the two ethnic groups have almost the same sense of ownership, but they are low in exploring their ethnicity.

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Heritage Language and Ethnic Identity: A Case Study of Korean-American College Students

Cited by 38 publications

References 37 publications

Linguistic Predictors of Cultural Identification in Bilinguals

Linguistic Predictors of Cultural Identification in Bilinguals

Feeling Not Asian Enough: Issues of Heritage‐Language Loss, Development, and Identity

Gambaran Identitas Etnis Remaja Suku Jawa dan Sunda

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