Chaehyun Lee
Biographic Data
| ID | 3778615 |
|---|---|
| NAME | Chaehyun Lee |
| GIVEN NAMES | Chaehyun |
| FAMILY NAME | Lee |
| SIGNATURE | LEE C |
| AFFILIATIONS | Southeastern Oklahoma State University |
| ORCID | 0000-0002-4670-4519 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
(Co)constructing hybrid, transformative, and democratic Third Spaces in a heritage language classroom for Asian American transnational students
Employing the Third Space as a theoretical framework, the present study explores how the teacher and transnational students co-constructed a transformative Third Space in their fifth-grade Korean heritage language classroom. The teacher implemented transnational literacy practices and transformative pedagogy by embracing the students’ linguistic hybridity and cultural diversity from their dynamic transnational lifeworld. The findings reveal that …
Sanctioning a space for literacy practices to promote transnational students’ identity development in a HL classroom
Employing transnationalism and transnational literacies as theoretical perspectives, this study explores how two focal students from Asian immigrant families construct their transnational and transcultural identities by reflecting on their dynamic border-crossing experiences. The students’ creation of artifacts (illustrating self-portraits and composing “I Am” poems) and collection of their oral narratives are analyzed to seek how they construct …
Using Asian Americans’ Counternarratives for Social Justice and Equity
Employing Asian critical theory as a theoretical lens and critical literacy as a pedagogical approach, the present study explores how Asian American counternarratives serve as vehicles for challenging dominant narratives and constructing an equitable classroom space for Korean American students who have been marginalized in their American schools. Using the literature that validates Asian Americans’ experiences and perspectives served as empoweri…
Challenging raciolinguistic ideologies
Teaching Through a Transformative Lens
Employing the three "trans" concepts - translanguaging, transnationalism, and transculturalism - as a theoretical framework, this qualitative study examines teachers' lesson plans, classroom fieldnotes, and journal writings that critically reflect on their teaching practices to explore how they provide transformative learning spaces in their racially/culturally/linguistically diverse classrooms. The findings show that the teachers reshaped their …
How do children go through a heteroglossic path to becoming bilingual? Comparison of Korean children’s translanguaging performance in first and third grade classrooms
This qualitative study employed a discourse analysis methodology to compare Korean bilingual students in first and third grades by examining different functions and forms of translanguaging in Korean heritage language (HL) classrooms in the U.S. By identifying linguistic functions and forms of each translanguaging occurrence, the study presents that the bilingual students engaged in translanguaging practices in support of their meaning- and sense…
How can multicultural children’s literature be utilized in the classroom to support transnational students to be border-crossers
Understanding Korean-American first-graders’ written translanguaging practices
Unpacking the oral translanguaging practices of Korean-American first graders
This qualitative study utilized sociocultural and heteroglossic perspectives to examine the oral translanguaging practices of four Korean-American first-graders in a Korean heritage language (HL) classroom. The research method was discourse analysis. The students attended all-English American schools during the school week and a Korean HL school on Saturdays. All four students drew from their integrated linguistic resources to translanguage for s…
Using Asian Americans’ Counternarratives for Social Justice and Equity
Employing Asian critical theory as a theoretical lens and critical literacy as a pedagogical approach, the present study explores how Asian American counternarratives serve as vehicles for challenging dominant narratives and constructing an equitable classroom space for Korean American students who have been marginalized in their American schools. Using the literature that validates Asian Americans’ experiences and perspectives served as empoweri…
How can multicultural children’s literature be utilized in the classroom to support transnational students to be border-crossers
Unpacking the oral translanguaging practices of Korean-American first graders
This qualitative study utilized sociocultural and heteroglossic perspectives to examine the oral translanguaging practices of four Korean-American first-graders in a Korean heritage language (HL) classroom. The research method was discourse analysis. The students attended all-English American schools during the school week and a Korean HL school on Saturdays. All four students drew from their integrated linguistic resources to translanguage for s…
Unpacking the oral translanguaging practices of Korean-American first graders
This qualitative study utilized sociocultural and heteroglossic perspectives to examine the oral translanguaging practices of four Korean-American first-graders in a Korean heritage language (HL) classroom. The research method was discourse analysis. The students attended all-English American schools during the school week and a Korean HL school on Saturdays. All four students drew from their integrated linguistic resources to translanguage for s…
Understanding Korean-American first-graders’ written translanguaging practices
How do children go through a heteroglossic path to becoming bilingual? Comparison of Korean children’s translanguaging performance in first and third grade classrooms
This qualitative study employed a discourse analysis methodology to compare Korean bilingual students in first and third grades by examining different functions and forms of translanguaging in Korean heritage language (HL) classrooms in the U.S. By identifying linguistic functions and forms of each translanguaging occurrence, the study presents that the bilingual students engaged in translanguaging practices in support of their meaning- and sense…
How can multicultural children’s literature be utilized in the classroom to support transnational students to be border-crossers
(Co)constructing hybrid, transformative, and democratic Third Spaces in a heritage language classroom for Asian American transnational students
Employing the Third Space as a theoretical framework, the present study explores how the teacher and transnational students co-constructed a transformative Third Space in their fifth-grade Korean heritage language classroom. The teacher implemented transnational literacy practices and transformative pedagogy by embracing the students’ linguistic hybridity and cultural diversity from their dynamic transnational lifeworld. The findings reveal that …
Sanctioning a space for literacy practices to promote transnational students’ identity development in a HL classroom
Employing transnationalism and transnational literacies as theoretical perspectives, this study explores how two focal students from Asian immigrant families construct their transnational and transcultural identities by reflecting on their dynamic border-crossing experiences. The students’ creation of artifacts (illustrating self-portraits and composing “I Am” poems) and collection of their oral narratives are analyzed to seek how they construct …
Using Asian Americans’ Counternarratives for Social Justice and Equity
Employing Asian critical theory as a theoretical lens and critical literacy as a pedagogical approach, the present study explores how Asian American counternarratives serve as vehicles for challenging dominant narratives and constructing an equitable classroom space for Korean American students who have been marginalized in their American schools. Using the literature that validates Asian Americans’ experiences and perspectives served as empoweri…
Challenging raciolinguistic ideologies
Teaching Through a Transformative Lens
Employing the three "trans" concepts - translanguaging, transnationalism, and transculturalism - as a theoretical framework, this qualitative study examines teachers' lesson plans, classroom fieldnotes, and journal writings that critically reflect on their teaching practices to explore how they provide transformative learning spaces in their racially/culturally/linguistically diverse classrooms. The findings show that the teachers reshaped their …
Psychology (8 works) · Sociology (8 works) · Multilingual Education and Policy (7 works) · Pedagogy (7 works) · EFL/ESL Teaching and Learning (5 works) · Linguistics (5 works) · Translanguaging (5 works) · Gender Studies (4 works) · Second Language Learning and Teaching (4 works) · Mathematics education (3 works)