Hyonsuk Cho
Biographic Data
| ID | 5997639 |
|---|---|
| NAME | Hyonsuk Cho |
| GIVEN NAMES | Hyonsuk |
| FAMILY NAME | Cho |
| SIGNATURE | CHO H |
| AFFILIATIONS | University of North Dakota |
| ORCID | 0000-0003-2706-9393 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teachers developing linguistic knowledge through analysis and reflection to support multilingual learners
We examined 25 teachers’ weekly linguistic analysis reports (N = 175) from a graduate linguistics course. They analysed language data from their daily lives using terminology across seven linguistic branches (phonetics, phonology, morphology, semantics, syntax, pragmatics, and sociolinguistics) and described their reflections and plans for classroom application. We then identified and quantified the sources of linguistic data they chose from ever…
Factor structure of teacher-related boredom in EFL classroom
The attention of researchers in the field of second language acquisition has been drawn to boredom, which was considered as one of the most prevalent and distressing emotions. However, studies delving into the teacher-related foreign language boredom are few. Recognizing the significant role of teachers in foreign language education, we aimed to identify the sources and factor structure of teacher-related boredom through a literature review. Draw…
Monolingual Teachers’ Perceptions of Teaching Emergent Bilingual Students in the Rural and Suburban Contexts in a Midwestern State
Teacher and Emergent Bilingual Student Read-Aloud Mediations
We explored (a) emergent bilingual students’ talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students’ read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Mov…
Recognizing Emergent Bilingual Parent-Child Dyads’ Funds of Identity through Their Discussions about Culturally Relevant Text
The goals of this paper were to: (1) recognize the funds of identity that five emergent bilingual mother-child dyads express while making personal connections to culturally relevant books, (2) identify whether each dyad’s responses were convergent or divergent, and (3) explore how these discussions expanded participants’ views of one another or affirmed their shared identities. Each dyad video-recorded 9 book discussions (45 total). Then, each pa…
How Two Emergent Bilingual Students from Refugee Families Make Inferences with More and Less Culturally Relevant Texts during Read‐Alouds
This study explored how two emergent bilinguals (EBs) from refugee families made inferences with more and less culturally relevant texts. The study took place in a third‐grade pull‐out small group class in a Midwestern U.S. city. Data included video‐recordings and transcripts of all 12 read‐aloud discussion lessons of four books, interviews with the teacher and students, and children’s and teacher’s cultural relevance ratings for each book. The C…
Family engagement of Nepali parents of dual language learners at Head Start
Fluid identity play
Informed by positioning theory as well as a nexus of multimembership, the year-long case study examined how a 7-year-old Korean American bilingual child, Meeso, constructed her ethnic identity across different educational contexts. Data were collected through observations of Meeso’s interactions with her monolingual and bilingual peers and teachers. Discourse analysis revealed that Meeso constructed fluid ethnic identity positionings depending up…
Kindergartener’s meaning making with multimodal app books
Formal and informal academic language socialization of a bilingual child
This ethnographic case study examines a bilingual child's academic socialization in both formal and informal academic communities. The study follows a high-achieving, bilingual student in a public US elementary school, who paradoxically is seen as a slow learner in her Korean-American Sunday school. From the academic socialization and community of practice perspectives, 360 contextual, interactional, and interview events gathered from both commun…
Formal and informal academic language socialization of a bilingual child
This ethnographic case study examines a bilingual child's academic socialization in both formal and informal academic communities. The study follows a high-achieving, bilingual student in a public US elementary school, who paradoxically is seen as a slow learner in her Korean-American Sunday school. From the academic socialization and community of practice perspectives, 360 contextual, interactional, and interview events gathered from both commun…
Kindergartener’s meaning making with multimodal app books
Fluid identity play
Informed by positioning theory as well as a nexus of multimembership, the year-long case study examined how a 7-year-old Korean American bilingual child, Meeso, constructed her ethnic identity across different educational contexts. Data were collected through observations of Meeso’s interactions with her monolingual and bilingual peers and teachers. Discourse analysis revealed that Meeso constructed fluid ethnic identity positionings depending up…
Family engagement of Nepali parents of dual language learners at Head Start
Teacher and Emergent Bilingual Student Read-Aloud Mediations
We explored (a) emergent bilingual students’ talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students’ read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Mov…
Recognizing Emergent Bilingual Parent-Child Dyads’ Funds of Identity through Their Discussions about Culturally Relevant Text
The goals of this paper were to: (1) recognize the funds of identity that five emergent bilingual mother-child dyads express while making personal connections to culturally relevant books, (2) identify whether each dyad’s responses were convergent or divergent, and (3) explore how these discussions expanded participants’ views of one another or affirmed their shared identities. Each dyad video-recorded 9 book discussions (45 total). Then, each pa…
How Two Emergent Bilingual Students from Refugee Families Make Inferences with More and Less Culturally Relevant Texts during Read‐Alouds
This study explored how two emergent bilinguals (EBs) from refugee families made inferences with more and less culturally relevant texts. The study took place in a third‐grade pull‐out small group class in a Midwestern U.S. city. Data included video‐recordings and transcripts of all 12 read‐aloud discussion lessons of four books, interviews with the teacher and students, and children’s and teacher’s cultural relevance ratings for each book. The C…
Factor structure of teacher-related boredom in EFL classroom
The attention of researchers in the field of second language acquisition has been drawn to boredom, which was considered as one of the most prevalent and distressing emotions. However, studies delving into the teacher-related foreign language boredom are few. Recognizing the significant role of teachers in foreign language education, we aimed to identify the sources and factor structure of teacher-related boredom through a literature review. Draw…
Monolingual Teachers’ Perceptions of Teaching Emergent Bilingual Students in the Rural and Suburban Contexts in a Midwestern State
Teachers developing linguistic knowledge through analysis and reflection to support multilingual learners
We examined 25 teachers’ weekly linguistic analysis reports (N = 175) from a graduate linguistics course. They analysed language data from their daily lives using terminology across seven linguistic branches (phonetics, phonology, morphology, semantics, syntax, pragmatics, and sociolinguistics) and described their reflections and plans for classroom application. We then identified and quantified the sources of linguistic data they chose from ever…
Psychology (9 works) · Sociology (7 works) · Multilingual Education and Policy (6 works) · Computer Science (5 works) · Developmental psychology (4 works) · Linguistics (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Social Psychology (4 works) · EFL/ESL Teaching and Learning (3 works)