From my parents’ language to my language: understanding language ideologies of young Australian Korean heritage language learners at the primary and secondary school level

Joo, Sun Jung; Chik, Alice; Djonov, Emilia

doi:10.1080/01434632.2020.1871359

Cited by 10 publications

(2 citation statements)

References 23 publications

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“…As De Houwer (2015) pointed out, while many studies have examined early bilingualism, the emotional experience of bilingual school‐age children has been overlooked. School‐age children, in particular, generate active negotiation of FLP, resulting in emotional struggles due to the simultaneous demand for children's development of the majority language skills (Joo et al., 2021; King & Fogle, 2006). Furthermore, emotion‐relevant studies in HL research have largely relied on survey and statistical analysis of learners’ emotions (especially anxiety) in classroom settings.…”

Section: Emotional Experiences Of Mothers and Children In Heritage La...mentioning

confidence: 99%

Intergenerational autoethnography of heritage language maintenance: Focusing on emotion, identity, and power

Song,

2024

The Modern Language Journal

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This collaborative autoethnography explores the intersection of heritage language (HL) maintenance, emotion, and identity from the perspectives of a mother and her 15‐year‐old daughter learning and maintaining Korean in the United States. The analysis of their narratives concerning critical emotional experiences relevant to HL maintenance reveals that their complex emotional experiences were guided by a feeling rule: Be evincive of a desire for HL maintenance. Both of them engaged in emotion labor by demonstrating their continuous desire for HL maintenance and masking other felt emotions such as anxiety, shame, guilt, and regret. The results also demonstrate that complying with the feeling rule (for immigrant families) goes beyond emotional expressions—it entails self‐fulfillment and social recognition. The mother's desire for establishing her identity as a good (Korean) mother by fulfilling her gendered responsibility of maintaining the HL bolstered her desire for her daughter's Korean language maintenance. The daughter's desire for meeting expectations of others via learning Korean increased her desire for developing bilingual skills, through which she moved away from a racialized and stereotyped Asian image to construct an image of a cool kid with bilingual skills. The article ends with implications for immigrant families’ emotional well‐being and further research on HL maintenance.

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Section: Emotional Experiences Of Mothers and Children In Heritage La...mentioning

confidence: 99%

Intergenerational autoethnography of heritage language maintenance: Focusing on emotion, identity, and power

Song,

2024

The Modern Language Journal

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“…Gong YF studied the teaching of Chinese as a foreign language for non Chinese learners in Chinese Mainland [9]. Joo S J studied the language ideology of traditional Korean language learners [10]. Although they have conducted extensive research on Chinese education in Korea, there is currently little in-depth practice and systematic evaluation of Chinese teaching in Korea, and most of them focus on theoretical analysis, with relatively little research on its practical application effects.…”

Section: Related Workmentioning

confidence: 99%

Practice of Online and Offline Blended Teaching Curriculum in Korean Chinese Education Based on Flipped Classroom

2024

aetp

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Since the 21st century, with the deepening of education reform, "flipped classroom" as a new teaching method has attracted high attention from countries around the world. Especially in foreign language teaching, flipped classrooms, with their flexible learning methods, greatly enhance learners' learning enthusiasm and enhance learning efficiency. On the basis of analyzing the current situation of Chinese language teaching in South Korea, this article conducted a more in-depth study on the application status of "online and offline" blended flipped classrooms in China. This article provided a detailed analysis from two aspects: teaching design and teaching implementation and student feedback. Combined with practical teaching practices, it was proved that "flipped classroom" can better promote the development of students' Chinese language. This article focused on case studies, supplemented by empirical analysis. The language skills test scores of the experimental group students were higher than those of the control group. For example, class 3 of the experimental group achieved a high score, while the highest score in the control group was only 71 points. This article has certain reference significance for Chinese language teaching in South Korea, and has certain reference significance for teaching other languages.

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Multilingualism and Religion in a Multicultural Australia

Forrest

2022

Language and Spirit

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From my parents’ language to my language: understanding language ideologies of young Australian Korean heritage language learners at the primary and secondary school level

Cited by 10 publications

References 23 publications

Intergenerational autoethnography of heritage language maintenance: Focusing on emotion, identity, and power

Intergenerational autoethnography of heritage language maintenance: Focusing on emotion, identity, and power

Practice of Online and Offline Blended Teaching Curriculum in Korean Chinese Education Based on Flipped Classroom

Multilingualism and Religion in a Multicultural Australia

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