1st Edition
Korean as a Heritage Language from Transnational and Translanguaging Perspectives
This collection critically reflects on the state-of-the-art research on Korean-as-a-heritage-language (KHL) teaching and learning, centering KHL as an object of empirical inquiry by offering multiple perspectives on its practices and directions for further research.
The volume expands prevailing notions of transnationalism and translanguaging by providing insights into the ways contemporary Korean immigrant and transnational families and individuals maintain their heritage language to participate in literary practices across borders. Experts from across the globe explore heritage language and literacy practices in Korean immigrant communities in varied geographic and educational contexts. In showcasing a myriad of perspectives across KHL research, the collection addresses such key questions as how heritage language learners’ literacy practices impact their identities, how their families support KHL development at home, and what challenges and opportunities stakeholders need to consider in KHL education and in turn, heritage language education, more broadly.
This book will be of interest to families, teachers, scholars, and language program administrators in Korean language education, heritage language education, applied linguistics, and bilingual education.
Table of Contents
List of Contributors
Chapter 1. Transnational and Translanguaging Approaches: Korean as a Heritage Language (KHL)
Hyesun Cho, The University of Kansas, USA
Kwangok Song, The University of Kansas, USA
Part I. Family Engagement and Practice in Korean as a Heritage Language
Chapter 2. Weaving Translingual Identity into Family Language Policy: An Autoethnography of Raising a Heritage Language Learner
Juyoung Song, Murray State University, USA
Chapter 3. Ambivalent Beliefs and Attitudes of Korean Immigrant Parents with Young Children toward Heritage Language
Jinhee Kim, Kennesaw State University, USA
Chapter 4. Korean Parents’ Attitudes toward Their Children’s Maintaining of Heritage Language in Australia
Min Jung Jee, The University of Queensland, Australia
Chapter 5. Language Practices and Hybrid Identities: A Study of Heritage Speakers of Korean in New Zealand
Mi Yung Park, University of Auckland, New Zealand
Chapter 6. Two Young Siblings’ Translingual Literacy Practices in a Trilingual Home in the U.S.
Jayong Choi, Kennesaw State University, USA
Chapter 7. Learning Together Through Reading Together: Multimodal Translanguaging Literary Practice in the KHL family
Jieun Kiaer, University of Oxford, UK
Jiyeon Sheo, Seoul National University, South Korea
Part II. KHL Learning and Teaching in Community-Based Contexts
Chapter 8. Korean Immigrant Children’s Transnational Funds of Knowledge and Literacy Practices in the Heritage Language Classroom
Jungmin Kwon, Michigan State University, USA
Ahrum Jeon, Boston College, USA
Chapter 9. Bilingualism as a Decision-Making Process: Emergent Korean Bilinguals' Use of Two Languages and Korean Honorifics
So Jung Kim, University of Texas at El Paso, USA
Clara Lee Brown, University of Tennessee, Knoxville, USA
Song An, The University of Texas at El Paso, USA
Chapter 10. Translanguaging in Action: Incorporating Translanguaging Pedagogy in a Korean Heritage Language Classroom
Chaehyun Lee, Southeastern Oklahoma State University, USA
Chapter 11. "Oh, What’s Wrong with Your Korean?": Korean American Adult Heritage Learner’s Oral Translanguaging Practice and Their Counter-Experience
Hanae Kim, The University of Illinois at Chicago, USA
Chapter 12. Discursive Analysis of Korean College Heritage Learners’ Translanguaging Practices in Diverse Social Contexts
Hakyoon Lee, Georgia State University, USA
Gyewon Jang, Georgia State University, USA
Ch. 13. Korean as a Heritage Language Education in the Global-Local Nexus
Kwangok Song, The University of Kansas, USA
Hyesun Cho, The University of Kansas, USA
Index
Contributors
Song An is Associate Professor of Teacher Education at the University of Texas at El Paso, USA. Song’s commitment to an interdisciplinary philosophy has positively structured his endeavors. As a pioneer in research focusing on developing music and dance themed activities into STEM learning resources, he is one of the first educational researchers nationwide who dedicate the effort on systematically and empirically studying the impacts on mathematics education resulting from project-based activities involving authentic music-themed learning for K-12 education and teacher education.
Clara Lee Brown is Associate Professor of ESL Education in the Department of Theory and Practice in Teacher Education at The University of Tennessee, Knoxville (UTK), USA. She received her doctorate in bilingual special education from George Washington University. She is Program Advisor and Coordinator of the ESL Education program at UTK. She teaches courses on content-based English instruction and curriculum, portfolio assessment, bilingualism & bilingual education. Her research interests include enhancing English Learners’ academic content literacy, equity issues in assessments, and bilingual identity.
Jayoung Choi is Associate Professor of TESOL/Literacy education in the department of Inclusive Education at Kennesaw State University, Georgia, USA. Her research aims to unpack the ways in which language, culture, identity, agency, power, and ideology affects learning and teaching for immigrant multilingual learners in and out of school contexts. Through her research, she hopes to support teachers and immigrant families in disrupting the pervasive monolingual ideology and to advocate for more multi-lingual and -literate society. Her recent work has been published in the International Journal of Bilingual Education and Bilingualism, The Journal of Early Childhood Literacy, International Journal of Multilingualism, and Multicultural Perspectives.
Gyewon Jang is a doctoral student in the Department of Middle and Secondary Education at Georgia State University, USA. With a concentration in language and literacy, her research interests are linguistic and cultural identity development of transnational students, intercultural communication, critical language and literacy teaching, teaching English as a second/foreign language, and qualitative research methods.
Min Jung Jee is Senior Lecturer at the University of Queensland, Australia. Her research work and outputs are placed within the umbrella-branch of Applied Linguistics called Language Pedagogy. Within this interdisciplinary and practical field, she has mainly focused on learner affect, heritage language learners, and technology-assisted language learning. She has published in journals including Language, Culture and Curriculum, International Journal of Bilingual Education and Bilingualism, and Journal of Multilingual and Multicultural Development.
Ahrum Jeon is a doctoral student in Curriculum and Instruction at Boston College, USA. Her research interests center on language and literacy practices among immigrant children and families in the context of transnationalism. She has served as an instructor and student teacher supervisor at Boston College.
Jieun Kiaer is the Young Bin Min-KF Associate Professor of Korean Language and Linguistics at the University of Oxford. Her work in applied linguistics focuses on intercultural communication and translanguaging. She has published extensively on the linguistic impact of the Korean Wave (Hallyu) and multilingualism in transnational contexts.
Hanae Kim is a doctoral candidate in Language, Literacy, and Culture in the College of Education at the University of Illinois at Chicago, USA. She is a lecturer and coordinator of the Korean Basic Language Program at UIC. Her research interests include Korean as a world language education, heritage language education, Korean language teacher preparation, in-and-out of school learning, the significance of peer and parent support, and school-community collaboration. Hanae and her colleagues have published the English version of the NAKS National Standard Guidelines for Korean Schools.
Jinhee Kim is Associate Professor of Elementary and Early Childhood Education at Kennesaw State University, USA. She has research interests in the areas of immigrant children and their families, children in poverty, and teacher education.
So Jung Kim is Associate Professor in the Department of Teacher Education at the University of Texas at El Paso, USA. She earned her doctoral degree in Early Childhood Education with a specialization in Language and Literacy from the University of Illinois at Urbana-Champaign. So Jung’s primary areas of research include early critical literacy, multicultural children’s literature, early bilingual/biliteracy development, and sociocultural perspectives in learning. Her research builds on the broader effort in the field of early childhood education, multicultural education, and bilingual education to better account for the role of early childhood teachers in the 21st century.
Jungmin Kwon is Assistant Professor in the Department of Teacher Education at Michigan State University, USA. Her research engages with language and literacy practices of immigrant children and families, highlighting the mobility and dynamicity of these practices in a transnational context of migration. She has published in journals such as Bilingual Research Journal, Language Arts, Language and Education, and International Journal of Bilingual Education and Bilingualism.
Chaehyun Lee is Assistant Professor in Elementary and ESL/Bilingual Education in Educational Instruction and Leadership at Southeastern Oklahoma State University, USA. Her research interests include bilingualism, biliteracy development, heritage language learning, multicultural education, and teacher education. Her current research examines the early bilingual and biliteracy development of English and Korean speakers in heritage language schools and the effects of curricular reform toward culturally and linguistically diverse students. Her research appears in educational journals, such as the Bilingual Research Journal, International Journal of Elementary Education, and Children’s Literature in English Language Education.
Hakyoon Lee is Assistant Professor in the Department of World Languages and Cultures at Georgia State University, USA. She has been teaching Korean at Georgia State University since 2013. Her research interests are at the intersection of sociolinguistics, language and gender, bilingualism and multilingualism, and immigrant education. With an emphasis on discourse analysis, her research focuses on understanding language learners' social interactions and their use of linguistic and cultural resources in various social contexts. She has published her work in the Journal of Language, Education, and Identity and Applied Linguistics, and Narrative Inquiry.
Mi Yung Park is Senior Lecturer in the School of Cultures, Languages and Linguistics at the University of Auckland, New Zealand. Her research interests are in language and identity, language ideology, and heritage language maintenance. Her work has appeared in such journals as International Journal of Bilingual Education and Bilingualism, Language and Education, Language and Intercultural Communication, Classroom Discourse, and Journal of Pragmatics.
Jiyeon Sheo is a doctoral student of the Department of Child Development and Family Studies at Seoul National University in Seoul, South Korea. Her academic interests include language acquisition, literacy development, and multilingualism. She is currently working on exploring literacy development among young Korean preschoolers.
Juyoung Song is Professor of English and TESOL at Murray State University, USA. Her research interests include second language education, multilingualism, and language teacher education with issues regarding language ideology, identity, and emotion. She co-edited "Ethnolinguistic Diversity and Education: Language, Literacy and Culture" (Routledge) and published numerous articles in such journals as TESOL Quarterly, The Modern Language Journal, Journal of Sociolinguistics, and International Journal of Bilingual Education and Bilingualism.
Biography
Hyesun Cho (Ph.D. University of Hawai‘i at Mānoa) is Associate Professor of TESOL in the Department of Curriculum and Teaching at the University of Kansas, USA. In addition to working with undergraduate and graduate students in education, Hyesun directs a faculty-led summer study abroad program in Korea where student teachers teach English in the Korean secondary classroom. Her research interests include heritage language education, critical literacy, social identity, and teacher education for social justice. Her work has appeared in Race, Ethnicity and Education; Critical Inquiry in Language Studies; Language and Education; Curriculum Inquiry; and Teaching and Teacher Education. Her research monograph (with R. Al-Samiri and J. Gao) on transnational graduate students in US TESOL programs was published by Routledge in 2022.
Kwangok Song (Ph.D. The University of Texas at Austin) is Associate Professor of Literacy Education in the Department of Curriculum and Teaching at the University of Kansas, USA. Kwangok’s research concerns sociocultural factors and sociocognitive aspects of literacy and learning. Particularly, her research addresses the intersection of language, literacy, and learning to explore biliteracy practices and the impact of language ideologies on literacy practices within the multilingual immigrant communities. Her recent work appeared in the Journal of Early Childhood Literacy, Language Arts, Bilingual Research Journal, International Journal of Bilingual Education and Bilingualism, Theory into Practice, and Educational Research Review.
