Examining the oral language competency of children from Korean immigrant families in English-only and dual language immersion schools
Bibliographic Data
| ID | 12724925 |
|---|---|
| Authors | Jane Younga Choi (0000-0002-3323-9179, Mathematica Policy Research, Chicago, USA, corresponding author), Jin Sook Lee (0000-0001-9812-4922, University of California, Santa Barbara), Janet S Oh (California State University, Northridge) |
| Year | 2016 |
| Volume | 16 |
| Issue | 1 |
| Pages | 32-51 |
| Publication date | 2016-01-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x15610597 |
| OpenAlex | W2339119685 |
| Language | EN |
| Citations received | 7 |
| References cited | 24 |
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; interviews with parents and children; and fieldnotes based on observations at home, at school, and during extracurricular activities. All of the children, regardless of school setting, showed increases in English proficiency; however, their Korean development varied. We found that English opportunities were widely accessible for all of the participants; however, opportunities to use Korean were starkly different between the two cities. The families who resided in communities with few Korean resources needed more financial and temporal resources to attain regular exposure to Korean, which suggests that supporting the development of a less-commonly spoken heritage language in the United States (e.g. Korean) may not be accessible to all immigrant families. Finally, we found that for children in the developmental stages of bilingualism, purposeful and deliberate instruction (particularly in vocabulary and grammar) and diverse opportunities to practice both languages are continuously needed
Developmental psychology · Ethnography · Fieldnotes · First language · Foreign language · Geography · Grammar · Heritage language · Immigration · Language development · Language proficiency · Linguistics · Native-language instruction · Neuroscience of multilingualism · Pedagogy · Sociology · Teaching method · Vocabulary · Vocabulary development · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Parental perceptions of English literacy readiness among Korean immigrant families with pre-K children
Raising Children to Speak Their Heritage Language in the USA
Emergent bilingual children during the silent period
Parents’ Investment in a French-English Dual Language Immersion Program in the United States
An examination of the language socialization practices of three Korean American families through honorifics
Korean-speaking spaces
Exploring young Korean-English dual language learners’ language input and use in the home environment
Current Issues in Heritage Language Acquisition
Dual Language Education
Foundations of Bilingual Education and Bilingualism
The Role of Acquisition and Learning In Young Children's Bilingual Development
Korean Heritage Language Education in the United States
Family Relations and Language Maintenance
Viewing Family Relations Through a Linguistic Lens
Mothers Choose
The Significance of Language and Cultural Education on Secondary Achievement
Translanguaging
Language Proficiency and Academic Success
The Role of Heritage Language Development in the Ethnic Identity and Family Relationships of Adolescents from Immigrant Backgrounds
Building and destroying students’ ‘academic identities’
Korean–English dual language immersion
The Korean Language in America
Loss of Family Languages
Research on Negotiation
Spaces of multilingualism
Effects of Minority-Language Literacy on the Academic Achievement of Vietnamese Youths in New Orleans
| Unique citing works | 7 |
|---|---|
| Citations per year | 1.17 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |