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.
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Hyesun Cho (Ph.D. University of Hawai'i at M¿noa) 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.
Inhaltsangabe
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
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
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