The Korean Language in America: The Role of Cultural Identity in Heritage Language Learning

Lee, Jin Sook

doi:10.1080/07908310208666638

Cited by 226 publications

(168 citation statements)

References 7 publications

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“…In another study by Lee (2002), the role of cultural identity and heritage language maintenance among the lives of 40 second-generation Korean-American university students in the United States was examined. Their findings indicated that most second-generation Korean-Americans achieve some level of Korean proficiency, but they overwhelmingly agree that it is not enough.…”

Section: Resultsmentioning

confidence: 99%

Home Culture Attachment and Iranian Students’ Translation Ability

Amiri¹,

Yousefi²

2016

IJEL

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English language learning is an important issue whose impact on identity change is remarkable. This study attempted to explore the relationship between Home Culture Attachment (HCA) and Iranian students' translation ability. To this aim, 75 participants were selected and homogenized by administering Oxford Quick Placement Test. To determine the students' HCA levels, they were administered the Home Culture Attachment Scale. Meanwhile, a literary text selected from the book "Dubliners" was used to measure their translation ability. The translations were rated by three raters based on Waddington's Holistic Scale. Finally, Vinay and Darbelnet's Model of Translation was used to determine the applied translation strategies. To analyze the data, Pearson correlation coefficient, multiple regression, independent-sample t-test, and one-way ANOVA were used. The findings indicated that 69.1% of the students had high HCA and 30.9% had average HCA. Also, there was a significant correlation between the students' HCA and translation ability. Yet, HCA subscales had no correlation with the translation ability. Moreover, it was found that there was a significant correlation between the students' HCA at the average level and their translation ability and no correlation at the high level. Finally, it was revealed that the most frequent translation strategy was modulation.

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Section: Resultsmentioning

confidence: 99%

Home Culture Attachment and Iranian Students’ Translation Ability

Amiri¹,

Yousefi²

2016

IJEL

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“…As Li and Wen (2015) have pointed out that many research studies focusing on investigating Asian heritage language education from the cognitive perspective (e.g., Liu et al, 2009), sociocultural perspective (e.g., Lee, 2002;Li, 2007), and psychological perspectives of HL learning (e.g., Liu et al, 2012), less is known about HL teaching and instruction in diverse contexts. Parents play a significant role in supporting their children's HL learning.…”

Section: Heritage Language Learning and Teachingmentioning

confidence: 99%

Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada

2017

L & L

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On-going knowledge mobilization and migration take place on a daily basis in the globalized world. Canada is a multilingual and multicultural country with a large number of visitors and immigrants. One in five Canadian speaks a foreign language other than English and French (Postmedia News, 2012). This case study examined six-year-old Chinese children's heritage language learning in a community school from multiliteracies perspective using observations, interviews, and artefacts to understand children's literacy learning. The findings indicated that Chinese children's literacy learning was not in the traditional repetitive way but involved multimodal communication at school. Useful implications are made for heritage language educators regarding ways to support meaningful heritage language teaching and learning.

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“…(1) Even if parents hold positive language attitudes toward heritage language learning, they may behave passively and have low expectations (Liao & Larke, 2008) and, over time, may make diminishing efforts and investment in their children's language maintenance (Lee, 2002). Therefore, educators may consider reassuring immigrant parents regarding the possibilities of children's heritage language maintenance.…”

Section: Recognizing Home Literacy Environment Strategies To Supportmentioning

confidence: 99%

Home Literacy Environment and English Language Learners’ Literacy Development: What Can We Learn from the Literature?

Shi

2013

J Child. Stud.

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Intended for educators and researchers in the field of early childhoodeducation working with children from immigrant families, this articlefirst briefly addresses the relationship between home literacy environment and English language learners’ literacy development in both their heritage language and English. Second, through surveying the literature, I identify three different areas in which a home literacy environment influences English language learners’ literacy development: (a) through language attitudes and parental beliefs; (b) through identity formation; and (c) through literacy behaviour of immigrant parents. Some helpful strategies learned from the literature are provided for educators to use with newcomer families in support of children’s literacy development.

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The Korean Language in America: The Role of Cultural Identity in Heritage Language Learning

Cited by 226 publications

References 7 publications

Home Culture Attachment and Iranian Students’ Translation Ability

Home Culture Attachment and Iranian Students’ Translation Ability

Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada

Home Literacy Environment and English Language Learners’ Literacy Development: What Can We Learn from the Literature?

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