The Language Use of a Bilingual Korean Teacher and Bilingual Korean Students in a Korean Heritage Classroom

2022 ◽  
pp. 1089-1110
Author(s):  
Chaehyun Lee
Keyword(s):  
Korean Immigrant ◽  
Korean Language ◽  
Korean Students ◽  
Oral Responses ◽  
Korean Parents ◽  
Multicultural Children's Literature ◽  
Korean And English ◽  
Research Questions ◽  
Multicultural Texts ◽  
Language Schools

Many Korean parents in the U.S. send their children to heritage Korean language schools so that they maintain and further develop Korean as they acquire English. It is, thus, worthwhile to investigate how a Korean teacher and Korean students (as emergent bilinguals) used Korean and English in a Korean heritage classroom. The chapter addresses two research questions: (1) How did the teacher use Korean and English to make her instruction comprehensible during discussions about multicultural children's literature? (2) To what extent were there differences in the two groups of students' (Korean-American and Korean immigrant) use of translanguaging in their oral responses? The findings show that the teacher uses both Korean and English to make her instruction comprehensible and to facilitate her students' participation in class discussions. The findings further reveal differences in the two groups of students' use of language in their oral responses to multicultural texts.

The Language Use of a Bilingual Korean Teacher and Bilingual Korean Students in a Korean Heritage Classroom

2019 ◽  
pp. 294-315
Author(s):  
Chaehyun Lee
Keyword(s):  
Korean Immigrant ◽  
Korean Language ◽  
Korean Students ◽  
Oral Responses ◽  
Korean Parents ◽  
Multicultural Children's Literature ◽  
Korean And English ◽  
Research Questions ◽  
Multicultural Texts ◽  
Language Schools

Many Korean parents in the U.S. send their children to heritage Korean language schools so that they maintain and further develop Korean as they acquire English. It is, thus, worthwhile to investigate how a Korean teacher and Korean students (as emergent bilinguals) used Korean and English in a Korean heritage classroom. The chapter addresses two research questions: (1) How did the teacher use Korean and English to make her instruction comprehensible during discussions about multicultural children's literature? (2) To what extent were there differences in the two groups of students' (Korean-American and Korean immigrant) use of translanguaging in their oral responses? The findings show that the teacher uses both Korean and English to make her instruction comprehensible and to facilitate her students' participation in class discussions. The findings further reveal differences in the two groups of students' use of language in their oral responses to multicultural texts.

scholarly journals Caring for children with disabilities in a foreign land: Experiences and perceptions of a group of Korean parents and professionals

2017 ◽  
Vol 29 (4) ◽  
pp. 61-73 ◽  
Author(s):  
Clara Choi ◽  
Hong-Jae Park ◽  
Michael O'Brien
Keyword(s):  
New Zealand ◽  
Cultural Values ◽  
Children With Disabilities ◽  
Service Providers ◽  
Cultural Barriers ◽  
Immigrant Parents ◽  
Korean Immigrant ◽  
Aotearoa New Zealand ◽  
Korean Parents ◽  
Parents Experiences

INTRODUCTION: This article aims to provide an overview of the experiences of Korean immigrant parents raising children with disabilities in Aotearoa New Zealand, primarily focusing on their experience of disability services and systems.METHODS: As the present exploratory study aimed to gain a deeper understanding of immigrant parents’ experiences and perceptions, a qualitative approach was employed to collect rich and lived information from participants. Ten participants were recruited and interviewed among Korean parents of children with disabilities and professionals working with those families.FINDINGS: Lack of trust among Korean parents living in Aotearoa New Zealand was frequently discussed by the participants in the present study. Lack of information around available services and alternative support and cultural barriers were often identified to have a significant impact on Korean parents’ experiences with services. A sense of obligation to integrate into the host society and the services provided was also evident. Further, there was a contradictory perception between parents and associated professionals in relation to services’ expectations of Korean parents. CONCLUSIONS: From analysis of the findings, three main themes emerged: experiences of services and its relations with trust, cultural values and expectations, and looking to the future. The study suggests that there is a need for professionals, service providers and government to consider ways to build trusting relationships with Korean parents and their children with disabilities, and makes a number of recommendations.  

Voices of Culturally and Linguistically Diverse Parents: The Case of Korean-American Parents

2015 ◽  
Vol 10 (1) ◽  
pp. 7-30 ◽  
Author(s):  
Myung-Sook Koh ◽  
Sunwoo Shin ◽  
Kay C. Reeves
Keyword(s):  
United States ◽  
School Personnel ◽  
The United States ◽  
Immigrant Parents ◽  
Korean Immigrant ◽  
Chi Square ◽  
Parent Questionnaire ◽  
Korean Parents ◽  
Chi Square Test ◽  
Children's Schooling

AbstractThe purpose of this study is to investigate attitudes and perspectives of Korean immigrant parents in rearing and educating their children in the United States. One hundred nineteen Korean parents from three cities in the United States were surveyed using the Korean Parent Questionnaire. The responses of the questionnaire were analyzed using Chi-square test, one-way ANOVA, and content analysis. Major findings of this study were (1) Korean parents’ limited English skills prevented them from communicating effectively with their children’s school personnel or getting actively involved in their children’s schooling, (2) the parents believe that rearing a child in America had its benefits, and (3) the parents spoke only Korean in the home and did not become immersed in the American culture.

scholarly journals Raising Children to Speak Their Heritage Language in the USA: Roles of Korean Parents

2020 ◽  
Vol 11 (4) ◽  
pp. 521
Author(s):  
Guang-Lea Lee ◽  
Abha Gupta
Keyword(s):  
Language Learning ◽  
Heritage Language ◽  
Qualitative Inquiry ◽  
Immigrant Parents ◽  
Korean Immigrant ◽  
Raising Children ◽  
Heritage Language Learning ◽  
Korean Parents ◽  
The Usa ◽  
Korean Immigrant Parents

Parents play a significant role in fostering Korean-American children’s heritage language learning. This qualitative inquiry investigates Korean immigrant parents’ beliefs and the language practices they engage in to raise their children to speak Korean. Based on questionnaires completed by 40 parents and in-depth, open-ended interviews with 5 parents, this study specifically focuses on Korean parents residing in an area with a low Korean immigrant population and how they perceive, foster, and advocate for their children’s Heritage Language (HL) learning. The findings show that parents play crucial roles as active advocates of their children’s HL learning and positive belief in HL maintenance, making best efforts to help their children see the value of learning. In addition, the findings show that parents serve as HL educators, who create an HL learning environment, instruct HL reading and writing, and incorporate digital tools and popular culture for HL learning.

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