Jin Sook Lee
Biographic Data
| ID | 4055022 |
|---|---|
| NAME | Jin Sook Lee |
| GIVEN NAMES | Jin Sook |
| FAMILY NAME | Lee |
| SIGNATURE | LEE J S |
| AFFILIATIONS | University of California, Santa Barbara |
| ORCID | 0000-0001-9812-4922 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 177 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Literacy and Heritage Language Learning
The critical role of literacy not only in the transmission of heritage languages across generations but also for the maintenance of heritage languages within generations is undeniable. Heritage language literacy serves different functions for different individuals and their families in unique ways that (re)connect them with life events that have personal, symbolic, or social relevance. Yet, heritage literacy is often the least developed language …
We’re Not ABC. We’re ABT”
Affordances, challenges, and possibilities of Hallyu in the classroom
The intense popularity of Korean pop culture, known as Hallyu, which has increased interest in Korean language learning, is just one example of a pop-culture-driven globalising language. In the wake of such globalisation, language instructors must be responsive to the evolving needs of their learners, but few studies address how language instructors respond to such changes. Through a qualitative, thematic analysis of in-depth interviews with six …
Curriculum bridging across Chinese and English instructional times in a one-way dual language education program
In response to the limitations presented by restrictive language separation practices in dual language immersion programs, this study describes a curriculum bridging approach that was undertaken by a group of teachers in a one-way Chinese English Dual Language Education program to promote and build on students’ full linguistic repertoires. The present study was conducted in a public charter school where students were mostly English dominant. Focu…
Korean-speaking spaces
This study examines the experiences of mixed-race Korean Americans in their journey to develop and use their heritage language, Korean, through in-depth autobiographical interviews. Participants highlighted the role of ‘Korean-speaking spaces’ such as Korean churches or grocery stores, where the expectation is to speak Korean, as important sites for informal heritage language learning. More importantly, for many mixed-race Korean Americans, these…
Understanding the complexities of transnational family language policy
Traditional notions of family structure and settlement are no longer representative of families that are pursuing global opportunities for different reasons. Transnational families are increasingly more common and their experiences rooted in more frequent or intended translocations are different than those of the immigrant populations. One of the key issues transnational families and individuals must face on an ongoing basis is language: which la…
Math instruction is not universal
Two-Way Immersion (TWI) programs have demonstrated positive outcomes in students’ academic achievement in English, yet less is known about content teaching and learning in the non-English language in these programs. This study uses math instruction as a lens to identify pedagogical strategies and challenges in the teaching of math in Korean to bilingual students. Analysis of classroom interaction data shows that math instruction in Korean followe…
Examining the oral language competency of children from Korean immigrant families in English-only and dual language immersion schools
In this study, we examined the bilingual language development among Korean American first-graders in two southern California cities and explored the opportunities for language use available to them in various spaces: at school (one dual language immersion school and one traditional English-only public school), at home, and in the community. Data collected over 15 months included three oral language proficiency assessments in Korean and English; i…
Examining Korean American Parent-Child Relationships Through Bilingual Language Use
Many Korean American (KA) families live at the intersection of two languages and two cultures. When considering how parent-child relationships are negotiated through daily interactions within perceived parameters of cultural norms and expectations, it becomes important to better understand which cultural norms and expectations are taken up by different family members who have access to different sets of cultural norms. Through the lens of positio…
Heritage Language Maintenance and Use among 1.5 Generation Khmer College Students
Most studies of heritage language maintenance have reported a steep attrition in heritage language use among the 1.5 and 2nd generation children of immigrants, in particular among East Asian groups. However, not much is known about the role of heritage languages and the patterns of language maintenance within refugee communities. This study focuses on heritage language use and maintenance among 1.5 generation Khmer college students. The findings …
Team Collaboration and Educational Partnership in Sociocultural Linguistics
Review Article| May 01 2015 Team Collaboration and Educational Partnership in Sociocultural Linguistics Mary Bucholtz; Mary Bucholtz Search for other works by this author on: This Site Google Dolores Inés Casillas; Dolores Inés Casillas Search for other works by this author on: This Site Google Jin Sook Lee Jin Sook Lee Search for other works by this author on: This Site Google American Speech (2015) 90 (2): 230–245. https://doi.org/10.1215/00031…
Expanding Capacity, Opportunity, and Desire to Learn Korean as a Heritage Language
Informed by the Capacity development, Opportunity creation, and Desire (COD) framework, this paper examines the current status and future development of Korean as a heritage language in the United States. Compared to a generation ago, the current heritage Korean learner population includes a greater percentage of children who come from homes where Korean is not spoken daily. We explain the importance of understanding the needs of these "non-tradi…
Korean–English dual language immersion
This qualitative study examines the experiences of Korean-American students, parents and teachers in a newly instituted 50/50 Korean–English dual language immersion programme, where the majority of the students are of Korean descent. Based on home and school observations, as well as interviews with six Korean-American students and their parents and teachers, the data provided insights into the perceived benefits and challenges of participation in…
Literacy and Heritage Language Maintenance
Heritage language (HL) maintenance refers to the preservation of an immigrant (e.g., Japanese, Chinese, Hebrew, Russian), an indigenous (e.g., Cherokee, Zuni, Chumash), or a colonial (e.g., Spanish, French, or German from earlier settlers in North America) language (Fishman, 2001).
Examining the Effects of Language Brokering on Student Identities and Learning Opportunities in Dual Immersion Classrooms
In settings where speakers of two or more different languages coexist, language brokering, the act of interpreting and translating between culturally and linguistically different speakers, is commonly practiced. Yet the examination of language brokering and its implications in classroom settings have not received much attention in the literature. The purpose of this study is to better understand how language brokering functions as an organization…
Heritage-Language Literacy Practices
This article documents the heritage-language (HL) literacy practices of three Japanese American families residing in a predominantly Anglo and Latino community. Through interviews and observations, this study investigates Japanese children's HL-literacy practices, parental attitudes toward HL literacy, and challenges in HL-literacy development in a setting with minimal access to other HL speakers and resources. The data show that Japanese-literac…
A Typology of Language-Brokering Events in Dual-Language Immersion Classrooms
This paper examines language-brokering events to better understand how children utilize their linguistic resources to create spaces where the coexistence of two languages can enable or restrict understanding and learning of academic content for themselves and others. An analysis of the structure of language-brokering events reveals that different directional processes and points of initiation are involved, and that these structures lead to differ…
Learning in Two Languages
Through a sociolinguistic analysis of interactional spaces created by the teachers and students at one 50/50 dual immersion school, this study examines how teachers present and implement this school's language policy and how these practices are reproduced and transformed through the language choices of the students in their daily interactions. The analysis shows that strict enforcement of the instructional separation of the two languages may emph…
Korean Heritage Language Education in the United States
Drawing on Students’ Experiences, Cultures and Languages to Develop English Language Writing
Lao students have not fared well in the American educational system. Raised in a home culture that emphasizes and values the oral tradition, the acquisition of academic writing skills has been especially problematic even for U.S.-born students of Lao heritage. Recognizing that writing is a critical component for academic success, this study examines the second language writing experiences of three long-term ESL learners of Lao heritage who took p…
It's Not My Job”
This paper examines teachers' attitudes towards their students' heritage language maintenance and their engagement in classroom practices that may or may not affirm the value of maintaining and developing heritage languages among students. Through surveys and interviews with K–12 teachers in California public schools, the data show that the nature of teacher training and personal experience with languages other than English significantly affect t…
Through the Learners' Eyes
This study investigates how learners of the less commonly taught languages (LCTLs) (i.e., Arabic, Chinese, Hebrew, Hindi, Hungarian, Japanese, Korean, Polish, Russian, Swahili, Yoruba) perceive their identities as heritage or non-heritage language learners. A survey of 530 college-level language learners reveals that heritage and non-heritage learner identities are constructed in relationship to others and are perceived to be multifaceted and flu…
The Korean Language in America
The paper examines the role of cultural identity and heritage language maintenance among the lives of 40 second-generation Korean-American university students in the United States. The study focuses on three questions: (1) what is the level of heritage language proficiency and language use among second generation Korean-American youths?; (2) which culture(s) do these youths identify themselves with, Korean or American, and to what extent?; and (3…
The Korean Language in America
The paper examines the role of cultural identity and heritage language maintenance among the lives of 40 second-generation Korean-American university students in the United States. The study focuses on three questions: (1) what is the level of heritage language proficiency and language use among second generation Korean-American youths?; (2) which culture(s) do these youths identify themselves with, Korean or American, and to what extent?; and (3…
It's Not My Job”
This paper examines teachers' attitudes towards their students' heritage language maintenance and their engagement in classroom practices that may or may not affirm the value of maintaining and developing heritage languages among students. Through surveys and interviews with K–12 teachers in California public schools, the data show that the nature of teacher training and personal experience with languages other than English significantly affect t…
Understanding the complexities of transnational family language policy
Traditional notions of family structure and settlement are no longer representative of families that are pursuing global opportunities for different reasons. Transnational families are increasingly more common and their experiences rooted in more frequent or intended translocations are different than those of the immigrant populations. One of the key issues transnational families and individuals must face on an ongoing basis is language: which la…
Korean–English dual language immersion
This qualitative study examines the experiences of Korean-American students, parents and teachers in a newly instituted 50/50 Korean–English dual language immersion programme, where the majority of the students are of Korean descent. Based on home and school observations, as well as interviews with six Korean-American students and their parents and teachers, the data provided insights into the perceived benefits and challenges of participation in…
Through the Learners' Eyes
This study investigates how learners of the less commonly taught languages (LCTLs) (i.e., Arabic, Chinese, Hebrew, Hindi, Hungarian, Japanese, Korean, Polish, Russian, Swahili, Yoruba) perceive their identities as heritage or non-heritage language learners. A survey of 530 college-level language learners reveals that heritage and non-heritage learner identities are constructed in relationship to others and are perceived to be multifaceted and flu…
A Typology of Language-Brokering Events in Dual-Language Immersion Classrooms
This paper examines language-brokering events to better understand how children utilize their linguistic resources to create spaces where the coexistence of two languages can enable or restrict understanding and learning of academic content for themselves and others. An analysis of the structure of language-brokering events reveals that different directional processes and points of initiation are involved, and that these structures lead to differ…
Team Collaboration and Educational Partnership in Sociocultural Linguistics
Review Article| May 01 2015 Team Collaboration and Educational Partnership in Sociocultural Linguistics Mary Bucholtz; Mary Bucholtz Search for other works by this author on: This Site Google Dolores Inés Casillas; Dolores Inés Casillas Search for other works by this author on: This Site Google Jin Sook Lee Jin Sook Lee Search for other works by this author on: This Site Google American Speech (2015) 90 (2): 230–245. https://doi.org/10.1215/00031…
Heritage-Language Literacy Practices
This article documents the heritage-language (HL) literacy practices of three Japanese American families residing in a predominantly Anglo and Latino community. Through interviews and observations, this study investigates Japanese children's HL-literacy practices, parental attitudes toward HL literacy, and challenges in HL-literacy development in a setting with minimal access to other HL speakers and resources. The data show that Japanese-literac…
Examining the oral language competency of children from Korean immigrant families in English-only and dual language immersion schools
In this study, we examined the bilingual language development among Korean American first-graders in two southern California cities and explored the opportunities for language use available to them in various spaces: at school (one dual language immersion school and one traditional English-only public school), at home, and in the community. Data collected over 15 months included three oral language proficiency assessments in Korean and English; i…
Korean-speaking spaces
This study examines the experiences of mixed-race Korean Americans in their journey to develop and use their heritage language, Korean, through in-depth autobiographical interviews. Participants highlighted the role of ‘Korean-speaking spaces’ such as Korean churches or grocery stores, where the expectation is to speak Korean, as important sites for informal heritage language learning. More importantly, for many mixed-race Korean Americans, these…
Math instruction is not universal
Two-Way Immersion (TWI) programs have demonstrated positive outcomes in students’ academic achievement in English, yet less is known about content teaching and learning in the non-English language in these programs. This study uses math instruction as a lens to identify pedagogical strategies and challenges in the teaching of math in Korean to bilingual students. Analysis of classroom interaction data shows that math instruction in Korean followe…
Examining the Effects of Language Brokering on Student Identities and Learning Opportunities in Dual Immersion Classrooms
In settings where speakers of two or more different languages coexist, language brokering, the act of interpreting and translating between culturally and linguistically different speakers, is commonly practiced. Yet the examination of language brokering and its implications in classroom settings have not received much attention in the literature. The purpose of this study is to better understand how language brokering functions as an organization…
Affordances, challenges, and possibilities of Hallyu in the classroom
The intense popularity of Korean pop culture, known as Hallyu, which has increased interest in Korean language learning, is just one example of a pop-culture-driven globalising language. In the wake of such globalisation, language instructors must be responsive to the evolving needs of their learners, but few studies address how language instructors respond to such changes. Through a qualitative, thematic analysis of in-depth interviews with six …
Examining Korean American Parent-Child Relationships Through Bilingual Language Use
Many Korean American (KA) families live at the intersection of two languages and two cultures. When considering how parent-child relationships are negotiated through daily interactions within perceived parameters of cultural norms and expectations, it becomes important to better understand which cultural norms and expectations are taken up by different family members who have access to different sets of cultural norms. Through the lens of positio…
Heritage Language Maintenance and Use among 1.5 Generation Khmer College Students
Most studies of heritage language maintenance have reported a steep attrition in heritage language use among the 1.5 and 2nd generation children of immigrants, in particular among East Asian groups. However, not much is known about the role of heritage languages and the patterns of language maintenance within refugee communities. This study focuses on heritage language use and maintenance among 1.5 generation Khmer college students. The findings …
Curriculum bridging across Chinese and English instructional times in a one-way dual language education program
In response to the limitations presented by restrictive language separation practices in dual language immersion programs, this study describes a curriculum bridging approach that was undertaken by a group of teachers in a one-way Chinese English Dual Language Education program to promote and build on students’ full linguistic repertoires. The present study was conducted in a public charter school where students were mostly English dominant. Focu…
The Korean Language in America
The paper examines the role of cultural identity and heritage language maintenance among the lives of 40 second-generation Korean-American university students in the United States. The study focuses on three questions: (1) what is the level of heritage language proficiency and language use among second generation Korean-American youths?; (2) which culture(s) do these youths identify themselves with, Korean or American, and to what extent?; and (3…
Through the Learners' Eyes
This study investigates how learners of the less commonly taught languages (LCTLs) (i.e., Arabic, Chinese, Hebrew, Hindi, Hungarian, Japanese, Korean, Polish, Russian, Swahili, Yoruba) perceive their identities as heritage or non-heritage language learners. A survey of 530 college-level language learners reveals that heritage and non-heritage learner identities are constructed in relationship to others and are perceived to be multifaceted and flu…
It's Not My Job”
This paper examines teachers' attitudes towards their students' heritage language maintenance and their engagement in classroom practices that may or may not affirm the value of maintaining and developing heritage languages among students. Through surveys and interviews with K–12 teachers in California public schools, the data show that the nature of teacher training and personal experience with languages other than English significantly affect t…
Drawing on Students’ Experiences, Cultures and Languages to Develop English Language Writing
Lao students have not fared well in the American educational system. Raised in a home culture that emphasizes and values the oral tradition, the acquisition of academic writing skills has been especially problematic even for U.S.-born students of Lao heritage. Recognizing that writing is a critical component for academic success, this study examines the second language writing experiences of three long-term ESL learners of Lao heritage who took p…
Learning in Two Languages
Through a sociolinguistic analysis of interactional spaces created by the teachers and students at one 50/50 dual immersion school, this study examines how teachers present and implement this school's language policy and how these practices are reproduced and transformed through the language choices of the students in their daily interactions. The analysis shows that strict enforcement of the instructional separation of the two languages may emph…
Korean Heritage Language Education in the United States
A Typology of Language-Brokering Events in Dual-Language Immersion Classrooms
This paper examines language-brokering events to better understand how children utilize their linguistic resources to create spaces where the coexistence of two languages can enable or restrict understanding and learning of academic content for themselves and others. An analysis of the structure of language-brokering events reveals that different directional processes and points of initiation are involved, and that these structures lead to differ…
Examining the Effects of Language Brokering on Student Identities and Learning Opportunities in Dual Immersion Classrooms
In settings where speakers of two or more different languages coexist, language brokering, the act of interpreting and translating between culturally and linguistically different speakers, is commonly practiced. Yet the examination of language brokering and its implications in classroom settings have not received much attention in the literature. The purpose of this study is to better understand how language brokering functions as an organization…
Heritage-Language Literacy Practices
This article documents the heritage-language (HL) literacy practices of three Japanese American families residing in a predominantly Anglo and Latino community. Through interviews and observations, this study investigates Japanese children's HL-literacy practices, parental attitudes toward HL literacy, and challenges in HL-literacy development in a setting with minimal access to other HL speakers and resources. The data show that Japanese-literac…
Literacy and Heritage Language Maintenance
Heritage language (HL) maintenance refers to the preservation of an immigrant (e.g., Japanese, Chinese, Hebrew, Russian), an indigenous (e.g., Cherokee, Zuni, Chumash), or a colonial (e.g., Spanish, French, or German from earlier settlers in North America) language (Fishman, 2001).
Expanding Capacity, Opportunity, and Desire to Learn Korean as a Heritage Language
Informed by the Capacity development, Opportunity creation, and Desire (COD) framework, this paper examines the current status and future development of Korean as a heritage language in the United States. Compared to a generation ago, the current heritage Korean learner population includes a greater percentage of children who come from homes where Korean is not spoken daily. We explain the importance of understanding the needs of these "non-tradi…
Korean–English dual language immersion
This qualitative study examines the experiences of Korean-American students, parents and teachers in a newly instituted 50/50 Korean–English dual language immersion programme, where the majority of the students are of Korean descent. Based on home and school observations, as well as interviews with six Korean-American students and their parents and teachers, the data provided insights into the perceived benefits and challenges of participation in…
Examining Korean American Parent-Child Relationships Through Bilingual Language Use
Many Korean American (KA) families live at the intersection of two languages and two cultures. When considering how parent-child relationships are negotiated through daily interactions within perceived parameters of cultural norms and expectations, it becomes important to better understand which cultural norms and expectations are taken up by different family members who have access to different sets of cultural norms. Through the lens of positio…
Heritage Language Maintenance and Use among 1.5 Generation Khmer College Students
Most studies of heritage language maintenance have reported a steep attrition in heritage language use among the 1.5 and 2nd generation children of immigrants, in particular among East Asian groups. However, not much is known about the role of heritage languages and the patterns of language maintenance within refugee communities. This study focuses on heritage language use and maintenance among 1.5 generation Khmer college students. The findings …
Team Collaboration and Educational Partnership in Sociocultural Linguistics
Review Article| May 01 2015 Team Collaboration and Educational Partnership in Sociocultural Linguistics Mary Bucholtz; Mary Bucholtz Search for other works by this author on: This Site Google Dolores Inés Casillas; Dolores Inés Casillas Search for other works by this author on: This Site Google Jin Sook Lee Jin Sook Lee Search for other works by this author on: This Site Google American Speech (2015) 90 (2): 230–245. https://doi.org/10.1215/00031…
Examining the oral language competency of children from Korean immigrant families in English-only and dual language immersion schools
In this study, we examined the bilingual language development among Korean American first-graders in two southern California cities and explored the opportunities for language use available to them in various spaces: at school (one dual language immersion school and one traditional English-only public school), at home, and in the community. Data collected over 15 months included three oral language proficiency assessments in Korean and English; i…
Math instruction is not universal
Two-Way Immersion (TWI) programs have demonstrated positive outcomes in students’ academic achievement in English, yet less is known about content teaching and learning in the non-English language in these programs. This study uses math instruction as a lens to identify pedagogical strategies and challenges in the teaching of math in Korean to bilingual students. Analysis of classroom interaction data shows that math instruction in Korean followe…
Understanding the complexities of transnational family language policy
Traditional notions of family structure and settlement are no longer representative of families that are pursuing global opportunities for different reasons. Transnational families are increasingly more common and their experiences rooted in more frequent or intended translocations are different than those of the immigrant populations. One of the key issues transnational families and individuals must face on an ongoing basis is language: which la…
Korean-speaking spaces
This study examines the experiences of mixed-race Korean Americans in their journey to develop and use their heritage language, Korean, through in-depth autobiographical interviews. Participants highlighted the role of ‘Korean-speaking spaces’ such as Korean churches or grocery stores, where the expectation is to speak Korean, as important sites for informal heritage language learning. More importantly, for many mixed-race Korean Americans, these…
Curriculum bridging across Chinese and English instructional times in a one-way dual language education program
In response to the limitations presented by restrictive language separation practices in dual language immersion programs, this study describes a curriculum bridging approach that was undertaken by a group of teachers in a one-way Chinese English Dual Language Education program to promote and build on students’ full linguistic repertoires. The present study was conducted in a public charter school where students were mostly English dominant. Focu…
Affordances, challenges, and possibilities of Hallyu in the classroom
The intense popularity of Korean pop culture, known as Hallyu, which has increased interest in Korean language learning, is just one example of a pop-culture-driven globalising language. In the wake of such globalisation, language instructors must be responsive to the evolving needs of their learners, but few studies address how language instructors respond to such changes. Through a qualitative, thematic analysis of in-depth interviews with six …
Literacy and Heritage Language Learning
The critical role of literacy not only in the transmission of heritage languages across generations but also for the maintenance of heritage languages within generations is undeniable. Heritage language literacy serves different functions for different individuals and their families in unique ways that (re)connect them with life events that have personal, symbolic, or social relevance. Yet, heritage literacy is often the least developed language …
We’re Not ABC. We’re ABT”
Multilingual Education and Policy (19 works) · Sociology (19 works) · Pedagogy (18 works) · Psychology (18 works) · Linguistics (15 works) · EFL/ESL Teaching and Learning (13 works) · Heritage language (11 works) · Political science (10 works) · Mathematics education (9 works) · Computer Science (8 works)