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.

Autorentext

Hyesun Cho (Ph.D. University of Hawai'i at Mnoa) 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.

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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