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Codeswitching as a Communicative Strategy in a Korean Heritage Language Classroom

Codeswitching as a Communicative Strategy in a Korean Heritage Language Classroom
Author: Wona Lee
Publisher:
Total Pages: 90
Release: 2010
Genre:
ISBN:
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This study investigates how young Korean-English bilingual children produce codeswitching to contribute to the interaction in a Korean heritage language classroom. Codeswitching is an alternate use of two or more languages in the same utterance or conversation in a bilingual or multilingual conversation. Previous research has established that codeswitching can be interpreted as a resource for bilingual or multilingual children to accomplish specific communicative goals. However, codeswtiching in educational settings has not been welcomed. Previous research has reported that codeswitching in an educational context is considered as a deficit of interactional skills. In order to nullify existing negative views of codeswitching in the classroom, a growing literature on codeswitching in the classroom in bilingual situations has shed light on the function of codeswitching as a communicative resource. This study also explores how Korean-English bilingual children employ codeswitching to fulfill their communicative goals. Therefore, the aim of the current study is to answer the following research questions: 1. What are the motivations and functions in a classroom setting? 2. How codeswitching can benefit learning process? In order to facilitate the exposition and analysis of codeswitching in a Korean heritage language classroom, the current study uses Peter Auer's 1984 framework, consisting of participant-related codeswitching and discourse-related codeswitching. Participant-related codeswitching is used to negotiate the proper language in terms of the preference or competence of the individual and co-participants who perform the switchings in the conversation. Discourse-related codeswitching, however, is used to organize conversation by contributing to the interactional meaning of a particular utterance. The findings suggest that the Korean-English bilingual children in this study employed codeswitching to accommodate participants' language preference or competence. Also, the Korean-English bilingual children in this classroom employed codeswitching as a communicative strategy to organize and structure their discourse, such as turn-taking, repairs, and side-sequences. In addition, these bilingual children promoted learner-leaner interaction by employing codeswitching to organize recasts, reiteration, or scaffolding for their classmates.

Korean as a Heritage Language from Transnational and Translanguaging Perspectives

Korean as a Heritage Language from Transnational and Translanguaging Perspectives
Author: Hyesun Cho
Publisher: Taylor & Francis
Total Pages: 259
Release: 2022-12-14
Genre: Language Arts & Disciplines
ISBN: 100078990X
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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. The volume expands prevailing notions of transnationalism and translanguaging by providing insights into the ways contemporary Korean immigrant and transnational families and individuals maintain their heritage language to participate in literary practices across borders. Experts from across the globe explore heritage language and literacy practices in Korean immigrant communities in varied geographic and educational contexts. In showcasing a myriad of perspectives across KHL research, the collection addresses such key questions as how heritage language learners’ literacy practices impact their identities, how their families support KHL development at home, and what challenges and opportunities stakeholders need to consider in KHL education and in turn, heritage language education, more broadly. This book will be of interest to families, teachers, scholars, and language program administrators in Korean language education, heritage language education, applied linguistics, and bilingual education.

Teaching Korean as a Foreign Language

Teaching Korean as a Foreign Language
Author: Young-mee Yu Cho
Publisher: Routledge
Total Pages: 190
Release: 2020-10-20
Genre: Foreign Language Study
ISBN: 0429534590
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Teaching Korean as a Foreign Language: Theories and Practices is designed for prospective or in-service Korean as a Foreign Language (KFL) teachers. With contributions from leading experts in the field, readers will gain an understanding of the theoretical framework and practical applications of KFL education in the context of Second Language Acquisition (SLA). The eight chapters explore the history of and current issues in language education, the practicalities of being a classroom teacher, and teaching and evaluation techniques for developing language and cultural proficiency. This comprehensive volume also includes an annotated bibliography which lists over 500 of the most recent and pertinent research articles and doctoral dissertations in the area. This bibliography will be of great service to students, teachers, and any researchers in applied linguistics and second language acquisition interested in Korean language education.

Code Switching As a Communicative Strategy

Code Switching As a Communicative Strategy
Author: Olusegun Jegede
Publisher: LAP Lambert Academic Publishing
Total Pages: 108
Release: 2011-09
Genre:
ISBN: 9783846504437
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This study revealed that the use of code switching in multilingual mathematics classrooms does not result in a deficiency in learning, but is a useful strategy in classroom interaction and efficient way of transferring knowledge to students. In this case, one language might help the other, and sometimes both together may create a new idea, image, thought, behaviour, outlook, organization, and adaptation. The study has advanced research in the area of mother tongue education in Nigeria. It has also added to the existing knowledge on the study of the language medium of primary education in Nigeria and the implications of code switching as a communicative device in English as Second Language classrooms. The findings presented here simplified the process of using code switching effectively in the classroom. This is of significance because either or both languages were used in a natural way as needed by each pupil in order to convey meaning.

Korean-English Bilingualism in Early Childhood

Korean-English Bilingualism in Early Childhood
Author: Sunny K. Park-Johnson
Publisher: Channel View Publications
Total Pages: 142
Release: 2024-03-12
Genre: Language Arts & Disciplines
ISBN: 1800412916
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This book gives an overview of the linguistic development of Korean-English bilingual children living in the US. It provides a detailed longitudinal account of English and Korean acquisition in early childhood, offering a close examination of Korean-American children’s code-switching and morphology and syntax development during a time when their language dominance is shifting rapidly. The book sheds light on the broad and creative linguistic capabilities of bilingual children, expands our understanding of heritage language acquisition and furthers bilingualism research on typologically distinct language pairings. Researchers investigating heritage language development in early childhood will find the extensive longitudinal data a rich source of comparison and the book will be a useful resource for scholars and graduate students interested in sequential bilingualism, second language acquisition and heritage speakers.

Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals

Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals
Author: Chaehyun Lee
Publisher: Routledge
Total Pages: 189
Release: 2021-03-22
Genre: Education
ISBN: 1000350495
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Detailing qualitative research undertaken with elementary-grade children in a Korean heritage language school in the U.S., this text provides unique insight into the translanguaging practices and preferences of young, emergent bilinguals in a minority language group. Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals examines the role of sociocultural influences on emergent bilinguals’ language use and development. Particular attention is paid to the role of immigrant parental involvement and engagement in their bilingual children’s language learning and academic performance. Presenting data from classroom audio-recordings, writing, and drawing samples, as well as semi-structured interviews with children and parents, the book identifies important implications for the education of emergent bilinguals to better support their overall language and literacy development. This text will primarily be of interest to doctoral students, researchers, and scholars with an interest in bilingual education, biliteracy, and early literacy development more broadly. Those interested in applied linguistics, the Korean language, and multicultural education will also benefit from this volume.

Language Use in the Two-Way Classroom

Language Use in the Two-Way Classroom
Author: Renée DePalma
Publisher: Multilingual Matters
Total Pages: 211
Release: 2010-08-05
Genre: Education
ISBN: 1847694837
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Based on an extended ethnographic study of a dual language (Spanish-English) Kindergarten, this book takes a critical look at children's linguistic (and non-linguistic) interactions and the ways that teaching design can help or hinder language development. With a focus on official “Spanish time”, it explores the particular challenges of supporting the minority language use as well as the teacher's strategies for doing so. In bilingual classrooms, teachers' goals include bilingualism as well as academic achievement for all. The children may share these interests, but have their own agendas as well. This book explores the linguistic and social interactions that may help, or hinder, these multiple and sometimes conflicting agendas. How can teachers design educational practice that takes into consideration broader forces of language hegemony as well as children's immediate interests?

Teaching Chinese, Japanese, and Korean Heritage Language Students

Teaching Chinese, Japanese, and Korean Heritage Language Students
Author: Kimi Kondo-Brown
Publisher: Routledge
Total Pages: 358
Release: 2017-09-25
Genre: Education
ISBN: 1351547119
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This book contributes to building the research knowledge that language teaching professionals need in developing curriculum for the large population of East Asian heritage students (including Chinese, Japanese, and Korean) in countries like the United States, Canada, and Australia, where speakers of East Asian languages are among the fastest growing populations. Heritage learners are defined as those who initially acquired certain levels of linguistic and cultural competence in a non-dominant language mainly through interaction with foreign-born parents and other family members at home. Heritage language instruction is currently a “hot topic” and is becoming a sub-discipline within the fields of foreign language education and applied linguistics. Special instruction for heritage language learners is on the rise, particularly in the U.S. and Canada. Providing theoretical and practical information about heritage-language instruction in terms of curriculum design, learner needs, materials development, and assessment procedures, the goal of this book is not only to promote research about heritage students in East Asian languages but also to improve the teaching of these students in various educational settings and all over the world, especially in English speaking countries. The volume is organized in four sections: *Overview—addressing the timeliness, necessity, and applications of the work and issues and future agendas for teaching Chinese, Japanese, and Korean heritage students; *Language Needs Analysis; *Attitude, Motivation, Identity, and Instructional Preference; and *Curriculum Design, Materials Development, and Assessment Procedures Teaching Chinese, Japanese, and Korean Heritage Language Students is intended as a primary text or reference for researchers, educators, and students in the areas of curriculum, pedagogy, and assessment studies related to teaching bilingual and heritage students in general and East Asian heritage students in particular.

Language and Society

Language and Society
Author: Andrew Simpson
Publisher: Oxford University Press
Total Pages: 384
Release: 2019-01-02
Genre: Language Arts & Disciplines
ISBN: 0190210672
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Language and Society is a broad introduction to the interaction of language and society, intended for undergraduate students majoring in any academic discipline. The book discusses the complex socio-political roles played by large, dominant languages around the world and how the growth of major national and official languages is threatening the continued existence of smaller, minority languages. As individuals adopt new ways of speaking, many languages are disappearing, others are evolving into hybrid languages with distinctive new forms, and even long-established languages are experiencing significant change, with young speakers creating novel expressions and innovative pronunciations. Making use of a wide range of case studies selected from the Americas, Europe, Asia and Africa, Andrew Simpson describes and explains key factors causing language variation and change which relate to societal structures and the expression of group and personal identity. The volume also examines how speakers' knowledge of language acts as an important force controlling access to education, advances in employment and the development of social status. Additional topics discussed in the volume focus on the global growth of English, gendered patterns of language use, and the influence of language on perception.