Korean–English dual language immersion
Perspectives of students, parents and teachers
Bibliographic Data
| ID | 12112984 |
|---|---|
| Authors | Jin Sook Lee (0000-0001-9812-4922, University of California, Santa Barbara, corresponding author), Eunsook Jeong (University of California, Santa Barbara) |
| Year | 2013 |
| Volume | 26 |
| Issue | 1 |
| Pages | 89-107 |
| Publication date | 2013-02-20 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2013.765890 |
| OpenAlex | W2069416353 |
| Language | EN |
| Citations received | 28 |
| References cited | 25 |
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 a dual language immersion programme. Although parents and children recognised the potential of the programme to develop bilingualism and biculturalism and foster stronger ethnic identity, they also perceived inequities in the ways in which the programme was organised and instruction was executed. The characteristics of the programme brought forth tensions for the parents and teachers in terms of expectations for language development in English vs. Korean, academic outcomes of bilingual vs. English-only education, parental involvement among Korean vs. non-Korean parents and instructional needs of Korean vs. non-Korean students. Furthermore, the analysis highlighted both shared perspectives as well as perspectives that were unique to children, parents and teachers arising from their different roles in the school. Implications for improved practices and policies for dual language immersion programmes for the less commonly taught languages are provided
Biculturalism · Bilingual education · Dual language · English language · Ethnic group · Home language · Immigration · Korean language · Linguistics · Mathematics education · Neuroscience of multilingualism · Pedagogy · Political science · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Combating Inequalities in Two-Way Language Immersion Programs
Transforming a cemetery into a garden of languages
Neoliberal multilingualism and “humanitarian connections”
Teacher scaffolding and immersion language learning of refugee-background students in an elementary immersion classroom
‘How come they struggle with such simple work?’
Beyond Grades
Not for us
Are parents satisfied with integrated classrooms
Exploring Korean dual language immersion programs in the United States
The time is now! Preparing middle and high school teachers for Dual Immersion Programs (Spanish-English) in California
Content-based instruction and content and language integrated learning
Lau v. Nichols revisited
Gratidão , gratitude
Parents’ Investment in a French-English Dual Language Immersion Program in the United States
Towards critical consciousness
Learning Cantonese will help us”
Comparing attitudes of first-grade dual language immersion versus mainstream English students
Exploring Latinx and non-Latinx families’ experiences of dual language Catholic schools
Math instruction is not universal
Students’ attitudinal development in a dual language bilingual education program from Grade 1 to Grade 5
Korean-speaking spaces
I don’t want to see the foreign languages connected with our family disappear’
Examining the oral language competency of children from Korean immigrant families in English-only and dual language immersion schools
Criticality for global citizenship in Korean English immersion camps
From global jobs to safe spaces
I think my parents like me being bilingual’
Scaling bi/multilingualism through dual language education
Student attitudes and Cantonese proficiency in a Cantonese dual immersion school
Bilingual education of children
Dual Language Education
Foundations of Bilingual Education and Bilingualism
Language and Identity in a Dual Immersion School
Dual-Language Immersion Programs
Integration in two-way immersion education
How satisfied are parents of students in dual language education programs
English and Spanish ‘para un futuro’ – or just English? Immigrant family perspectives on two-way immersion
Reasons for enrollment at a Spanish–English two-way immersion charter school among highly motivated parents from a diverse community
Who Chooses Dual Language Education for Their Children and Why
Korean Heritage Language Education in the United States
Parental Motivation, Attitudes, Support, and Commitment in a Southern Californian Two-Way Immersion Program
The Impact of Two-Way Dual-Immersion Programs on Initially English-Dominant Latino Students' Attitudes
Parental Attitudes Toward Bilingualism in a Local Two-Way Immersion Program
Language Policy in a Korean-English Two-Way Immersion Setting
Building the bridge as you walk on it
Parental Voice and Involvement in Cultural Context
Spaces of multilingualism
| Unique citing works | 28 |
|---|---|
| Citations per year | 2.33 |
| Citation span | 2014 - 2025 (12) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 28 |