Maintaining Korean heritage language in a Midwest public elementary school. Hee Young Choi ([email protected]) University of Illinois at Urbana-Champaign. I. Introduction. 1. Purpose of the Study To examine Korean elementary students’ perspectives and attitudes to:
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Maintaining Korean heritage language in a Midwest public elementary school
Hee Young Choi ([email protected])
University of Illinois at Urbana-Champaign
1. Purpose of the Study
- KLS (Korean Language School)
- Korean class in Pine Grove Elementary school
- 110,000 Korean students in the U.S.(U.S. ICE, 2009)
- About 30,000 K-12 Korean ESA students in 2006 (KEDI, 2006)
Korean Students Early Study Abroad
Excluded: immigration, accompanying with dispatched parents
(Dong-A Ilbo, Sep. 23, 2007)
3. Problem Statement
- Short term: Elementary students
- Long term: Secondary school students
4. Keys to maintain Korean HL
1. HLL (Heritage Language Learner)
"Responsibility for maintenance and development of the native language is usually left to the family, and public school support for the development of Korean at the K-12 level is still rare.“ (Lee & Shin, 2008, p. 8)
1. Qualitative Research & Case Study
- Meanings in the natural setting
- Questions of what specially can be learned from the single case
2. Data Collection
<Champaign-Urbana Korean Language School>
- Pre K to 3rd G.
1. Students’ Attitudes
“This is not a school. This is a church, Ajeosi (uncle).”
“Regular school is very interesting but Korean school is boring.”
2. Parents’ Attitudes
Researcher: What do you expect Hyunsu to accomplish through the staying in the U.S.?
Hyunsu’s mother: I had to use averagely $200-300 per month to teach English in Korea. So, this is a good opportunity to learn English. I want her to master not only English speaking but also reading and writing fluently.
Researcher: Do you prepare something for her for returning to Korea?
Hyunsu’s mother: I don’t know yet but some parents who came here for a year concentrate on English learning for the first half year. Then a few months before returning to Korea they emphasize for their children to study math because math is difficult in Korea.
<KHL (Korean Heritage Language) Program of Pine Grove Elementary>
- Immigrant family students
- University affiliated students
- Positive self-esteem
- Opening up to learning
1. KLS vs. KHL Program
2. Students’ L1, L2 Participation/Development
- KHL class: Comfort zone
“When I came to the Korean class, I was happy because I could talk, shout, or even express my anger. However, in the ESL or regular class, I just kept silent because I didn’t know how to do that in English!” (Sunju)
- K: Hawon > Sunju > Euri
- E: Euri > Sunju > Hawon
(Euri: born in the U.S.
Sunju: 1.5 years in the U.S.
Hawon: 3 months in the U.S)
3. Linguistic Aspect
- Helping conceptualization
4. Thinking Readjustment in Korea
- Mrs. Hong: Concerned
Because their way of thinking has been changed a lot, they could have hard time when they try to adjust to Korean school. … Another big headache is “Wangtta” -outcast- at Korean school. They could be isolated by the classmates because of their lack of Korean language ability.