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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
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
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)
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)
3. Problem Statement
• Dominant discourse of English-only context
• Linguistic cost
- Short term: Elementary students
- Long term: Secondary school students
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
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
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)
"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)
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
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
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.
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.”
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.
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>
• 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
• Continuing bilingual competence- Immigrant family students- University affiliated students
• Respected minority language and culture
- Positive self-esteem - Opening up to learning
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
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)
• 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)
3. Linguistic Aspect• L1-L2 interdependence
- Cross-transfer
- Helping conceptualization• Coordinated instruction with regular class
curriculum: ESL class
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
4. Challenges • Recruiting qualified language teacher• Negotiating w/ different grades & language
levels • Coordinating w/ regular class curriculum • Educating parents
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
VI. Conclusion
• L1 program in public school
• Collaborative effort between local KLS and
public schools
• Educating Korean parents and public
school teachers
Thank You