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![Page 1: Maintaining Korean heritage language in a Midwest public elementary school Hee Young Choi (hchoi28@illinois.edu) University of Illinois at Urbana-Champaign.](https://reader030.fdocuments.in/reader030/viewer/2022032723/56649d055503460f949d8530/html5/thumbnails/1.jpg)
Maintaining Korean heritage language in a Midwest public elementary school
Hee Young Choi ([email protected])
University of Illinois at Urbana-Champaign
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I. Introduction
1. Purpose of the Study• To examine Korean elementary students’
perspectives and attitudes to: - KLS (Korean Language School)- Korean class in Pine Grove Elementary school
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2. Background• Traditional studies on HL (Heritage Language)
maintenance • Increasing new group of students: ESA (Early
Study Abroad)/Migrating Korean students- 110,000 Korean students in the U.S.(U.S. ICE, 2009) - About 30,000 K-12 Korean ESA students in 2006 (KEDI, 2006)
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0
2000
4000
6000
8000
10000
12000
14000
2002 2005 2006
K-5MiddleHigh
Korean Students Early Study Abroad
Excluded: immigration, accompanying with dispatched parents (Dong-A Ilbo, Sep. 23, 2007)
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3. Problem Statement
• Dominant discourse of English-only context
• Linguistic cost
- Short term: Elementary students
- Long term: Secondary school students
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Vicious Chain
Paren ts' P ressu re
B ack to U S
L o w A ch ievem ent
L 1 L o ss
E ng lish O N ly
B I C S
Lack o f C A LP
Lon gin g fo r U S sch oo l
R etu rn to K orea
Tem porary R esid en ts
R eadj u stm en t H ardsh ip
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4. Keys to maintain Korean HL
• L1 program in public school
• Collaborative effort between local KLS and
public schools
• Educating Korean parents and public school
teachers
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II. Literature Review
1. HLL (Heritage Language Learner) • Traditional definition: “someone who is raised in a
home where a non-English language is spoken” (Valdés, 2001, p. 38)
• Lee & Shin (2008): growing pool of Korean heritage language speakers - Broad range of proficiency from high to none in Korean oral or literacy skills: Temporary residents from Korea (ESA students)
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"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)
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III. Method
1. Qualitative Research & Case Study • Denzin & Lincoln (2005)
- Meanings in the natural setting• Stake (2005)
- Questions of what specially can be learned from the single case
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2. Data Collection• KLS: 4 months observation, interview
with principal, a teacher, and six 3rd grade students
• L1 program of Pine Grove Elementary school: 4 months observation of Korean class and ESL class focusing on three 1st grade girl students, interview with those focal students, L1 program director, and Korean and ESL teachers
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IV. Findings
<Champaign-Urbana Korean Language School>
• Affiliated by a Korean church• Founded in 1979 w/ only 10-15 elementary school
students• Currently, in 2008, more than 100 students
- Pre K to 3rd G.
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1. Students’ Attitudes• Low motivation: “No need to learn Korean”
“This is not a school. This is a church, Ajeosi (uncle).”
“Regular school is very interesting but Korean school is boring.”
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2. Parents’ Attitudes• English Only, Only EnglishResearcher: 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.
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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.
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<KHL (Korean Heritage Language) Program of Pine Grove Elementary>
• Midwest• Twin Cities w/ a big university• The only HL program in two school districts• 11 Heritage Languages: Indonesian, French,
Lao, Turkish, Korean, Japanese, Swahili, Vietnamese, Chinese, Arabic, and Russian
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• Continuing bilingual competence- Immigrant family students- University affiliated students
• Respected minority language and culture
- Positive self-esteem - Opening up to learning
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Categories Korean Language School
(Community School)
PG Korean HL Program
(Public School)
Class Hours 3 hours/ W ( S aturday) 30 m in/ D ( Everyday)
Size 80- 100 ( T - 5) 15 ( K - 5)
Teachers Vo lunteers Recruited from Com m unity
Environment Church facilities
Equipped teaching m aterials
S m all and cram ped
Textbook only
Students' attitude
D iverse spectrum
( “I t's not a schoo l, a church)
S erious because it's a schoo l program
Parents' perspectives
Better than nothing S atisfying
1. KLS vs. KHL Program
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2. Students’ L1, L2 Participation/Development• Socio-cultural Aspect
- 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)
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• Competition vs. Cooperation• Creating different relationship among
students: Power shift- 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)
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3. Linguistic Aspect• L1-L2 interdependence
- Cross-transfer
- Helping conceptualization• Coordinated instruction with regular class
curriculum: ESL class
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Findings
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.
Correlated w/ mainstream class
No connection w/ mainstream class
I nteractionOne- way
CooperationCompetition
1hr 20min/ D30min/ D
Content- based Approach
ESL
Reading & Writing
K HL
Correlated w/ mainstream class
No connection w/ mainstream class
I nteractionOne- way
CooperationCompetition
1hr 20min/ D30min/ D
Content- based Approach
ESL
Reading & Writing
K HL
KHL vs. ESL
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4. Challenges • Recruiting qualified language teacher• Negotiating w/ different grades & language
levels • Coordinating w/ regular class curriculum • Educating parents
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V. Discussion/Implication
• Parents Views on Bilingualism and the Impact of the Views
• Low motivation and resistance to learn Korean at KLS (3rd graders)
• Strong motivation & positive environment to learn HL at Pine Grove Elementary
• Learning how to respect heritage language and culture
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VI. Conclusion
• L1 program in public school
• Collaborative effort between local KLS and
public schools
• Educating Korean parents and public
school teachers
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Thank You