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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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A Scoping review of Strategies for Inclusion and Involvement of children of Minority Background in Creative Activities. ...
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Changing Worlds, Changing Classrooms: Satellite Children and their Teachers in the Transnational Era
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In: Journal of Multilingual Education Research (2021)
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Syrian children’s perceived integration into Turkish national education system
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In: University of South Florida M3 Center Publishing (2021)
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Saudi Mothers' Experiences Maintaining Their Young Children's Arabic Language and Islamic-Saudi Identity
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| 6 |
Spaces and Societal Interactions: Foundations of the Critical Disabled Cultural Lens of a Child of Disabled Adults
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In: Educational Administration: Theses, Dissertations, and Student Research (2021)
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| 7 |
Multilinguism and Acquisition of Early Numeracy Skills in Preschool-Aged Children
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In: Embargoed Honors Theses, University of Nebraska-Lincoln (2021)
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| 8 |
Mixed Messages: School Choice and Spanish Dual Language Programs in the New York City Department of Education
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| 9 |
Telecollaboration and Students’ Language Learning Attitudes in a Dual Immersion Program
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| 10 |
The Influence of Family on Children’s Second Language Learning
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In: Major Papers (2020)
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| 11 |
Equitable Early Childhood Education for Young Bilingual Learners in North Texas: Examining Kindergarten Entry Assessments for Bilingual Children
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| 12 |
Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children
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Understanding Intercultural Bilingual Education for Education Equity among Indigenous Students in Ecuador and Peru
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| 14 |
Understanding Intercultural Bilingual Education for Education Equity among Indigenous Students in Ecuador and Peru ...
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Aquisição bilíngue libras-português por uma criança CODA ; Bilingual learning of brazilian sign language and portuguese by a CODA child
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Brancalione, Aline. - : Universidade Tecnológica Federal do Paraná, 2019. : Pato Branco, 2019. : Brasil, 2019. : Programa de Pós-Graduação em Letras, 2019. : UTFPR, 2019
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| 16 |
Oral Linguistic Skill and Reading Literacy in Emergent Bilingual English-Spanish Speaking Children
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Exploring Korean dual language immersion programs in the United States: Parents’ reasons for enrolling their children
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In: Education Faculty Works (2018)
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A Comparative Study of Immigrant Children Starting Childcare
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In: Exceptionality Education International (2018)
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| 19 |
Co-navigating the U.S. Educational System: A Multiple Case Study of the Social and Academic Pressures Experienced By Iranian Immigrant Parents and Their 1.5-Generation Immigrant Children
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2017)
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| 20 |
The Experience of Language Use for Second Generation, Bilingual, Mexican American, 5th Grade Students
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