Listening to teacher lore: The challenges and resources of Korean heritage language teachers

2011 ◽  
Vol 27 (2) ◽  
pp. 387-394 ◽  
Author(s):  
Soyong Lee ◽  
Yoo-Seon Bang
Keyword(s):  
Heritage Language ◽  
Language Teachers ◽  
Teacher Lore

scholarly journals Pluricentrity, Multilingualism and Heterogeneity of the Learners’ Groups

2021 ◽  
Vol X (1) ◽  
pp. 25-46
Author(s):  
Ekaterina Protassova ◽  
Keyword(s):  
Special Needs ◽  
Language Learners ◽  
Heritage Language ◽  
Cultural Practices ◽  
Language Instruction ◽  
Language Teachers ◽  
Heritage Language Learners ◽  
Language Policies ◽  
Regular Classrooms ◽  
Family Language

Multilingualism, superdiversity, and the abundance of language contacts place new demands on language teachers, who must consider each student’s linguistic biography, family language policies, and cultural practices in order to keep up with their growth in a specific school vs. university subject. Many more languages are becoming pluricentric as they continue to be used in migrating populations. So, they decline or flourish in diaspora and introduce heritage language learners as people with special needs into regular classrooms. Using Russian as an example, the paper suggests methods for organizing language instruction of varied speakers and learners in a heterogeneous integrated university classroom.

Teacher's code-switching and bilingual children's heritage language learning and cognitive switching flexibility

2019 ◽  
Vol 47 (2) ◽  
pp. 309-336 ◽  
Author(s):  
He SUN ◽  
Nurul YUSSOF ◽  
Poorani VIJAYAKUMAR ◽  
Gabrielle LAI ◽  
Beth Ann O'BRIEN ◽  
...  
Keyword(s):  
Language Learning ◽  
Cognitive Flexibility ◽  
Heritage Language ◽  
Language Teachers ◽  
Receptive Vocabulary ◽  
Card Sort ◽  
Heritage Language Learning ◽  
The Relationship ◽  
Cognitive Switching ◽  
Language Output

AbstractTo code-switch or not to code-switch? This is a dilemma for many bilingual language teachers. In this study, the influence of teachers’ CS on bilingual children's language and cognitive development is explored within heritage language (HL) classes in Singapore. Specifically, the relationship between children's language output, vocabulary development, and cognitive flexibility to teachers’ classroom CS behavior, is examined within 20 preschool HL classrooms (10 Mandarin, 6 Malay, and 4 Tamil). Teachers’ and children's utterances were recorded, transcribed, and analyzed for CS frequency and type (i.e., inter-sentential, intra-sentential). 173 students were assessed with receptive vocabulary and dimensional card sort tasks, and their vocabulary and cognitive switching scores assessed using correlational and mixed effects analyses. Results show that inter-sentential and intra-sentential CS frequency is positively and significantly related to children's intra-sentential CS frequency. Overall, findings revealed that teachers code-switched habitually more often than for instructional purposes. Neither inter-sentential nor intra-sentential CS was significantly related to children's development in HL vocabulary, and intra-sentential CS was found to positively and significantly relate to children's growth in cognitive flexibility. These findings reveal the multi-faceted impact of teacher's CS on children's early development.

Understanding the Teaching Strategy of Korean Heritage Language Teachers in Community-Based Heritage Language Schools

2020 ◽  
pp. 69-86
Author(s):  
Youngmin Seo
Keyword(s):  
Language Policy ◽  
Heritage Language ◽  
Language Teachers ◽  
Community Based ◽  
Teacher Interviews ◽  
Literacy Teaching ◽  
Heritage Language Schools ◽  
The Usa ◽  
Micro Level ◽  
Language Schools

The goal in this qualitative study is to contribute to the growing understanding that heritage language (HL) teachers' literacy teaching beliefs and children's home linguistic environment mediate teachers' HL teaching strategies, including the micro-level language policy. Following the brief history of Korean HL schools in the USA, a case study conducted at two community-based Korean HL schools in California is presented. The primary data were collected through multiple teacher interviews and participant-observations in two Korean heritage language schools. The characteristics of two HL teachers' instruction capture their beliefs about literacy teaching and micro-level language policy in the classroom. The challenges of Korean-only instruction and HL education are discussed in relation to students' linguistic home environments and macro-level linguistic policy of the USA. The author concludes with the implications and recommendations for HL teachers, HL schools, and administrators regarding how to support bilingual competences and literacies of young children in minority communities.

Culture shock

2019 ◽  
pp. 27-36
Author(s):  
François Grosjean
Keyword(s):  
Public School ◽  
Foreign Language ◽  
Corporal Punishment ◽  
Heritage Language ◽  
Culture Shock ◽  
Boarding School ◽  
Language Teachers ◽  
Academic Life ◽  
Foreign Language Teachers ◽  
University Studies

At age 14, the author was sent to a public school in England. It was very different from his previous boarding school and boys from other countries were not made welcome. Life at a school of this type in the 60s is described, including how corporal punishment was used. The author’s English developed further, his pronunciation became British, but he continued losing his French (the special bilingualism of foreign language teachers is described at this point). He started resembling heritage language bilinguals. His final years there were easier and he shows how out-of-class activities prepared him for later academic life. He left after his A levels and headed back to France for his university studies.

Refugee Education

2021 ◽  
pp. 288-309
Author(s):  
Myriam Radhouane
Keyword(s):  
Heritage Language ◽  
Theoretical Perspective ◽  
Language Teachers ◽  
Research Needs ◽  
Acculturation Strategies ◽  
Refugee Students ◽  
Refugee Education ◽  
Interdependence Theory ◽  
Using Data

In this contribution, the potential of intercultural approaches to education and in particular the role of heritage language teachers is explored. Using data from a study dealing with the consideration of cultural diversity in educational contexts, the actions of these teachers will be analyzed and put into perspective with the needs of refugee students and their parents identified in the international literature. The results obtained after analysis of the semi-directive interviews are put into a theoretical perspective using the acculturation strategies model developed by Berry and the linguistic interdependence theory. This exploratory study shows the pedagogical potential of HL teachers regarding refugee and migrant pupils' integration; it also shows how intercultural approaches can be a relevant and powerful resource in this field. Nevertheless, this study has several limitations and thus needs to be considered as exploratory; further research needs to be conducted in this field.

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