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Choosing Dual Language Bilingual Education over English-only Programs: A Cultural-Historical Perspective of Immigrant Parents
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Abstract:
The purpose of this qualitative study is to understand the beliefs and experiences of Korean immigrant parents who chose to send their children to a Korean dual language bilingual education (DLBE) program in the United States. Utilizing cultural historical activity theory and bilingualism as theoretical and conceptual frameworks, the author explored (a) how these parents’ prior experiences, transnational/transcultural knowledge, ethnic and cultural identities, and language ideologies have contributed to their educational decision and (b) how the parents are mobilizing their children’s heritage language education through a DLBE program. To honor and value the participants’ emic view, this study employed in-depth individual interviews, activity-based focused group interviews, home visits, and participant observations. Furthermore, for participants to experience and explore dynamic ways to share their stories and lived experiences, the author facilitated opportunities for multiple multimodal research activities such as a shared community walk, a word association activity, and a map drawing activity. The findings revealed that the most important motivation for choosing a Korean DLBE program over English-only programs came from their strong Korean ethnic pride and identity, which they all felt obliged to pass on to their children. Additionally, the participants became social, cultural, and educational resources for each other to compensate and overcome various challenges in supporting their children’s bilingual education due to the short bilingual teacher retention, isolated program configuration, and discontinuity of the program after elementary school. All the participants embodied the importance of maintaining heritage language and culture, actively supporting their children’s in and out of school experience and advocating for their children’s bilingual education. This study offers implications and suggestions for teaching and research as well as for ethnically, culturally, and linguistically marginalized immigrant bilingual communities. The author hopes to contribute to research and pedagogical practices in bilingual/bicultural education, heritage language learning, and community-based research, focusing on finding ways to better serve minoritized immigrant communities in the United States.
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Keyword:
Asian Americans--Education; Bilingual; Children of immigrants--Education; Education; Korean Americans
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URL: https://doi.org/10.7916/d8-vcyx-8p12
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| 62 |
Theme-based Second Language Learning through Multimodal Experimental Animation
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 63 |
Defending K-12 Education Against the New Racism
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In: Law Faculty Books (2021)
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| 64 |
A comparative Study of the Teaching of Chinese and Swahili Credit Courses at Burundi University
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 65 |
Improving Chinese Language Learning through Collaborative Kahoot Mode
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 66 |
Culturally Relevant Pedagogy in Teaching Proficiency through Reading and Storytelling
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 67 |
Needs Analysis in Teaching Chinese for Special Purposes: From Theory to Practice
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 68 |
Learning Strategies, Motivation and Learners' Perspectives on Online Multimodal Chinese Learning
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 69 |
Layout of Current US-China Online PD Programs for Chinese Language
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 70 |
Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts
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| 71 |
Health and Wellness: Building Resilience in Deaf Bilingual Classrooms
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| 72 |
Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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| 73 |
Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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| 74 |
THE LATINO ACHIEVEMENT GAP: THE ROLE OF TEACHERS IN THE SUCCESS OR FAILURE OF LATINO STUDENTS
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In: Dissertations (2021)
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| 75 |
The Latina Graduate Experience at Hispanic Serving Institutions
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In: Dissertations (2021)
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| 76 |
Closing The English Language Proficiency Gap In Post-Secondary Education In Canada
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In: Dissertations (2021)
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| 77 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 78 |
Black Lives Matter in Teaching English as a Second Language!
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In: Faculty Publications (2021)
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| 79 |
The Lived Experiences Of Latinx Parents And Their Perception Of Bilingual Programs: A Phenomenological Reflection
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In: Dissertations (2021)
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| 80 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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