'Heritage' Language Learning and Ethnic Identity: Korean Americans' Struggle with Language Authorities

Jo, Hye-Young

doi:10.1080/07908310108666610

Cited by 87 publications

(42 citation statements)

References 12 publications

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“…A few studies focused on the primary reasons a majority of KHL learners take Korean language classes. The main reason was to learn their ethnic language to recover their roots and identity as Korean (Jo, 2001;Kim, 2002;Yang, 2003). Like other HL learners, KHLs often possess a higher level of oral language proficiency than written language due to their exposure to spoken and colloquial Korean through interaction with their parents, siblings, and ethnic community members.…”

Section: Korean Heritage Learners: Major Issuesmentioning

confidence: 98%

“…HL learning is often more challenging than foreign language learning, as HL learners' perspectives and views of the language are quite different from those of foreign language learners. In Jo's (2001) study, how KHLs struggle more due to their higher expectation on proficiency was discussed. They often feel frustrated about the amount of time and effort that is required to become proficient in their ethnic language and compare themselves with native speakers of Korean.…”

Section: Korean Heritage Learners: Major Issuesmentioning

confidence: 99%

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Heritage language literacy maintenance: a study of Korean-American heritage learners

Kim

Pyun

2014

Language, Culture and Curriculum

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How heritage learners successfully maintain their heritage language (HL) and literacy is a significant topic of discussion in the field of bilingual education. This study examines what factors are most closely associated with literacy competence by inspecting Korean heritage learners' language and literacy practice patterns and their literacy performance. Using language background surveys and Korean writing samples gathered from 56 Korean-English bilingual students in grades 4-12 and university undergraduates, it was discovered that participants' levels of Korean literacy were positively associated with home Korean language use and focused Korean language practice, whereas they were negatively correlated with years of US stay, years of schooling in the USA, and home English language use. A regression analysis revealed that the quality and range of HL practice was the only significant predictor of HL literacy skills. In addition, a one-way ANOVA indicated no significant difference for HL writing scores across four age groups (i.e. elementary school, middle school, high school, and college), which implies that HL literacy does not necessarily develop or accumulate with cognitive maturity or length of schooling, a finding dissimilar to conventional native language and literacy development.

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Section: Korean Heritage Learners: Major Issuesmentioning

confidence: 98%

Section: Korean Heritage Learners: Major Issuesmentioning

confidence: 99%

Heritage language literacy maintenance: a study of Korean-American heritage learners

Kim

Pyun

2014

Language, Culture and Curriculum

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“…Jo (2001) links this to the hybrid nature of migrant communities and the need to reflect multiple, and often conflicting, aspects of their mixed identities.…”

Section: Introductionmentioning

confidence: 97%

“…Although Korean communities are generally considered to be bilingual rather than multilingual, studies of Korean-English switching amongst 1.5-and 2nd-generation migrants have shown that mixed codes may be developing as a means of in-group communication (Byun, 1990;Jo, 2001;Shin & Milroy, 2000;Yoon, 1992Yoon, , 1996. Jo (2001) links this to the hybrid nature of migrant communities and the need to reflect multiple, and often conflicting, aspects of their mixed identities.…”

Section: Introductionmentioning

confidence: 99%

Rethinking methodology: what language diaries can offer to the study of code choice

Starks¹,

Lee²

2010

Language Awareness

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The self-report questionnaire has served as the primary tool for investigating language maintenance in hundreds of communities over the past 40 years. More recently, it has been employed to investigate language shift amongst first-generation communities where one of the most useful indicators of generational change is the reported pattern of language use. We argue that an alternative effective means to obtain this type of data is through the 'language diary'. Language diaries, ethnographic self-reports of daily speech encounters, have been used as a tool in language acquisition and code choice in multilingual communities, but their value for the study of language use has been largely unnoticed. The current project considers the advantages of this methodology for the investigation of the use of English, Korean, and two mixed codes: Korean with some English (KE) and English with some Korean (EK). The findings show how language diaries provide a range of new insights about language use in the New Zealand Korean community. The paper ends with a discussion of the value of language diaries in pilot studies for ethnographic research.

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“…ej., Jo, 2001;Kondo-Brown, 2010;Rouchdy, 2002;Valdés, 2005Valdés, , 2006, entre muchos otros); no obstante, cada vez más investigaciones apuntan hacia la necesidad de enseñar dialectos alternativos para expandir el repertorio lingüístico de los EELH mediante (a) la adquisición del conocimiento lingüístico pertinente para promover el entendimiento de la conexión entre lenguaje y poder por parte de los estudiantes; (b) el desarrollo de una conciencia lingüística a través de técnicas contrastivas para identificar y adquirir formas lingüísticas adicionales; (c) la promoción de la multialfabetización, que contribuye a la competencia translingüística y transcultural; y (d) la interacción con la comunidad.…”

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Aproximaciones a la enseñanza del español como lengua de herencia

Fairclough¹

2016

RFL

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El objetivo de este artículo es ofrecer una visión general de las prácticas pedagógicas actuales en la enseñanza del español como lengua heredada en Estados Unidos, incluyendo algunas de las prácticas más innovadoras del campo. Después de una breve introducción a la situación socio-demográfica y lingüística de la lengua española en dicho contexto, se describen algunas de las principales características que definen al estudiantado de lengua de herencia y se mencionan los modelos pedagógicos vigentes en los programas de herencia y su presencia en las instituciones terciarias. La segunda parte se enfoca en ciertas prácticas pedagógicas innovadoras en la enseñanza del español como lengua de herencia. Dichas innovaciones se basan en una pedagogía crítica de la lengua (Fairclough, 1995) cuyo propósito es fomentar la concientización y el pensamiento crítico por medio de la incorporación de contenido de orden sociolingüístico en el aula, la adquisición multidialectal, el translenguar, la multialfabetización cultural (New London Group, 1996) y la interacción con la comunidad. Las prácticas innovadoras conducen a forjar una conexión más estrecha entre el estudiante de lengua de herencia y la comunidad de habla, que a su vez conlleva el mantenimiento de la lengua minoritaria en una situación de contacto lingüístico.

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'Heritage' Language Learning and Ethnic Identity: Korean Americans' Struggle with Language Authorities

Cited by 87 publications

References 12 publications

Heritage language literacy maintenance: a study of Korean-American heritage learners

Heritage language literacy maintenance: a study of Korean-American heritage learners

Rethinking methodology: what language diaries can offer to the study of code choice

Aproximaciones a la enseñanza del español como lengua de herencia

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