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.
A Study on the Motivation and Attitude of French Korean Language Schools' Korean Heritage Learners: A Comparison of Korean Family and Multicultural Family Children
