About the Book
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:
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. Family Language Policy in Two Mixed-Heritage Families in New Zealand: Perspectives of Korean Migrant Mothers
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
About the Author :
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.
