Biliteracy and Bilingual Development in a Second-Generation Korean Child: A Case Study

¡Vamos! How School Leaders Promote Equity and Excellence for Bilingual Students

“…Lee, 2004McMahon et al, 2009Lesaux et al, 2010Reeves, 2004Orellana & Reynolds, 2008Reeves, 2006Parks, 2010Rumberger & Palardy, 2005Pawan, 2008Saenz et al, 2005Riojas-Cortez, 2001Silverman, 2007Ro & Cheatham, 2009Tong et al, 2008Senesac, 2002Tong et al, 2010Spycher, 2009 Appendix (continued)…”

Through the Eyes and From the Mouths of Young Heritage-Language Learners: How Children Feel and Think About Their Two Languages

“…They also attributed their affective response to their preference for one language over the other. Expressions of lack of interest or specific preference for one language among HLLs have also been reported in other studies (Ro & Cheatham, 2009). Children's enthusiasm for learning the target language and viewing scenarios as opportunities to increase language knowledge were evident.…”

“…In Ro and Cheatham's (2009) case study of a Korean-American HLL, the focal child compared his HL and L2 (English) when explaining his difficulties with writing in HL: "It's easy to write in English … I can just write. But it is difficult when the sound and writing is different in Korean" (p. 300).…”

Children learning Chinese as a home language in an English-dominant society

“…When parents and grandparents cannot communicate with the children fully and effectively (i.e. even through the means of English, which is in fact only their second language), the beliefs, values, and knowledge of the family and the cultural group are lost (Fillmore 2000;Ro and Cheatham 2009;Wang 2009). As Nahirny and Fishman concluded, 'ethnic heritage, including the ethnic mother tongue, usually ceases to play any viable role in the life of the third generation … [the grandchildren] become literally outsiders to their ancestral heritage' (as cited in Rumbaut 2009, 37).…”

“…the UK, the USA, and New Zealand). But because two-thirds of the worldwide population are bilinguals (as cited in Ro and Cheatham 2009), the ability to communicate to and work with them is undoubtedly important. Even now, the education departments and their governments within those Anglosphere nations have implemented programs to recognize the importance of multilingualism.…”