Literacy Practices and Social Identities of Biracial Multicultural Children

조형숙 한국언어문화교육학회 2015 언어와 문화 Vol.11 No.2

With the advent of growing population of culturally and linguistically diverse children, the purpose of this study is to investigate literacy practices and identity construction of biracial multicultural children who enroll in an authorized multicultural school. I selected three biracial elementary children: an American Korean girl, a Vietnamese Korean boy, and a Jordanian Korean boy. Observations and interviews were conducted, and writing samples were collected. Based on the collected data, this study depended on thematic analysis throughout coding and comparative analysis. To capture the power dynamics and social relations, this qualitative study employs sociocultural perspectives and represents three participants’ literacy practices. Findings show that the American Korean student received sufficient feedback from teachers while multicultural children of minoritized languages did not have teachers’ help for biliteracy. Using the social theories of subjectivity, linguistic capital, and addressivity, I discussed how linguistic capital affects literacy learning in different positions and how literacy practices construct their identities in different time and space. Lastly, I propose the importance of the diversity model in multicultural education.

Biliteracy Development and Continua of Biliteracy

Mihyon Jeon 한국응용언어학회 2007 응용 언어학 Vol.23 No.1

The current paper, drawing upon a three-year ethnographic study, seeks to achieve a better understanding of the relationship between biliteracy development and language education practice of Korean immigrants in the United States. The study includes three research sites?1) a college-level Korean language program, 2) an adult ESL program for Korean seniors, and 3) a Korean-immigrant family. The data collection was conducted through participant observation; conversations with the research participants; in-depth interviews; and site document review. The study utilizes the continua of biliteracy framework as its theoretical and analytical framework. The research findings section presents four major patterns in which Korean-immigrant families manage their children’s language education and a pattern of reaching back to Korean heritage by second-generation Korean Americans at college age. The research findings demonstrate that transforming the traditional power weighting of the continua of biliteracy, through weighting equal power toward both ends of the continua, is necessary in order to facilitate the fullest biliteracy development of Korean Americans. This paper draws attention to the importance of the complex socio-cultural factors laid out in the continua of biliteracy framework.

A Korean ESL Child’s Bilingual Writing Development Using Genre-Based Instruction

고보애 현대영어교육학회 2012 현대영어교육 Vol.13 No.4

In the era of globalization, growing numbers of children are living in situations where the language of their formal schooling is different from that of the everyday communications in their family. In such a bilingual context, this study documents the biliteracy development of a Korean child growing up in Australia. The child’s written texts (in both English and Korean) were collected over a period of 5 years (from preschool to primary school) in both the home and school contexts and were analyzed using Systemic Functional Grammar. Based on the researcher’s regular classroom observations and participation in the school’s literacy activities as well as in the home context, a detailed documentation of the child’s socio-linguistic environment is also provided as a critical component of this longitudinal case study’s data collection and analysis. Throughout the study period, the child’s writing in both English and Korean developed quite significantly in terms of her control of the register in text. The main argument of this research is that biliteracy development for ESL learners, especially during primary school, is critical in terms of building their socio-cultural identity as well as ensuring successful academic performance through cognitive development. This paper presents an empowering case for ESL children’s biliteracy development using a genre-based approach and parents’ scaffolding literacy through mother tongue.

English language learners’ bilingualism and biliteracy development in a Korean heritage school in the US

이용직(Lee, Yong-Jik) 서원대학교 사범대학 부설 교육연구소 2020 교육발전 Vol.40 No.1

미국의 많은 학교들이 교실 내에서 영어만을 사용하는 English-only 규칙을 정하면서, 다양한 문화와 언어를 가진 영어학습자들이 정규 학교 시스템 내에서 이중 언어와 리터러시(literacy)를 동시에 발달하는데 많은 어려움을 겪고 있다. 이러한 교육상황에서 미국 각 지역을 기반으로 만들어진 한글학교는 교포 및 이민자 자녀들의 모국어 유지 및 발달과 더불어 이중 언어 발달에 긍정적으로 역할을 하고 있다고 보고된다. 본 논문은 미국 남부의 한글학교 한곳을 배경으로 하여 한글학교에서 제공하는 한국어 수업이 영어학습자들의 모국어 유지 그리고 이중 언어 발달에 어떠한 영향을 주는지 연구하였다. 연구의 데이터는 두명의 선생님 교실을 3개월간 수업관찰하고 학생들의 쓰기자료를 수집하여 구성되었다. ‘Cummins(2001)’의 최적의 영어 학습 3가지 조건을 이론적 배경으로 하여, 한글학교 교사들의 교수법이 어떻게 영어학습자의 모국어와 이중 언어 발달에 영향을 주는지 분석하였다. 연구의 결과는 코드 스위칭을 이용한 교수법이 영어학습자의 이중 언어발달에 가장 효과적이라고 보고되었다. 이 논문은 한글학교 선생님들이 다양한 교수법으로 영어학습자의 모국어 유지와 이중 언어발달에 도움을 줄 수 있다고 제안하였다. This paper explored a Korean heritage language school in the southern part of the US to understand how teachers promoted Korean ELLs’ bilingualism and biliteracy development. The data consisted of researcher’s classroom observations and Korean ELLs’ written artifacts from the heritage language school. Based on Cummins (2001) optimal learning and instruction in bilingual and biliteracy settings, this paper analyzed the Korean heritage language school teachers instructional practices focusing on three frameworks: a) the focus on meaning, b) the focus on language, and c) the focus on use. The study findings indicated that the teachers implemented the code-switching strategy in order to promote Korean ELLs’ bilingualism and biliteracy development in the classrooms. This paper provides suggestions and implications on how Korean heritage language school promotes Korean ELLs’ heritage language development in the US.

다문화 배경 학생의 이중언어학습을 위한 이중언어문식성 인증제 고찰

이인혜 고려대학교 한국언어문화학술확산연구소 2018 Journal of Korean Culture Vol.42 No.-

The present study proposes the Seal of Biliteracy (SoBL) as a way to promote bilingualism of KSL learners with multi-cultural background. An analysis of the SoBL in the U.S. is provided. As suggestions for developing and implementing Korean SoBL for KSL learners, this study proposes that (a) Korean and any other foreign language, except for English, can be assessed for the Korean SoBL; (b) it is reasonable to require the Intermediate level of proficiency for the award; (c) language proficiency can be evidenced by TOPIK, Korean language proficiency assessments based on the KSL curriculum, foreign language proficiency assessments, and/or high school GPA; and (d) researchers and stakeholders should consider the unique context surrounding KSL learners and challenges in developing and implementing the SoBL policy. 본고는 미국의 이중언어교육 관련 제도인 Seal of Biliteracy(SoBL)를 분석하고, 이를 바탕으로 한국의 상황에 맞는 다문화 배경 학생 대상 이중언어문식성 인증제의 도입을 제안하였다. 본고에서는 한국의 이중언어문식성 인증제는 한국어와 그 외 하나 이상의 언어를 대상으로 하되, 고등학교 교육과정에서 제1외국어와 같은 지위를 갖는 영어를 제외한 외국어를 인증 대상으로 하는 방안을 제시하였다. 인증을 위한 평가 방법으로는 숙달도 시험 및 학점을 활용할 수 있으며, 인증 기준이 되는 숙달도는 중급이 적절할 것으로 보았다. 마지막으로 한국에서 이 제도를 시행할 경우의 고려사항 및 운영 방안을 제시하였다. 이중언어교육 관련 정책을 위한 기초 연구로서, 다문화 배경 학생 대상 이중언어교육에 대한 인식을 개선할 수 있는 제도 마련의 가능성을 모색했다는 데에서 본 연구의 의의를 찾을 수 있을 것이다.

Using Wordless Picture Books to Support Biliteracy Development

Jung.Yung Suk,Commeyras,Michelle 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.2

This is a case study of a six-year-old ESL Korean boy and his mother’s experience using wordless picture books to support his English speaking, reading and writing abilities while maintaining and further developing his Korean language and literacy. For sixteen weeks they followed a three day a week process that involved making up stories and transcribing for reading and writing practice. Also, a variety of assessment tasks taken from Marie Clay’s observation survey book (2005) were used to examine literacy development. Analysis of videos and mother’s reflective journals led to identifying strategies the boy used in elaborating his stories and making reading practice more fun. The major findings of the study were his oral language development, inventing storytelling strategies (listing words and multiple sentences, using dialogue, monitoring story sense, and incorporating personal experiences), the positive role of copying in his storytelling, and his word reading and writing improvement in English and Korean.

Using Wordless Picture Books to Support Biliteracy Development: The Case Study of a Six-Year-Old Korean ESL Boy

정영숙,Commeyras, Michelle 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.2

This is a case study of a six-year-old ESL Korean boy and his mother’s experience using wordless picture books to support his English speaking, reading and writing abilities while maintaining and further developing his Korean language and literacy. For sixteen weeks they followed a three day a week process that involved making up stories and transcribing for reading and writing practice. Also, a variety of assessment tasks taken from Marie Clay’s observation survey book (2005) were used to examine literacy development. Analysis of videos and mother’s reflective journals led to identifying strategies the boy used in elaborating his stories and making reading practice more fun. The major findings of the study were his oral language development, inventing storytelling strategies (listing words and multiple sentences, using dialogue, monitoring story sense, and incorporating personal experiences), the positive role of copying in his storytelling, and his word reading and writing improvement in English and Korean.

The Influences of Biliteracy Practices on Identity Construction

( Hyung Mi Joo ) 이중언어학회 2008 이중언어학 Vol.37 No.-

A Case Study about the Status of a Korean-English Bilingual Student in Korea

Soojin Kim 한국영어교육연구학회 2012 영어교육연구 Vol.- No.44

Much research that contributes to understanding how bilingual children become bi or multi literate has discovered that language shift and language loss are widespread and heritage language is usually not maintained or rarely developed. In fact, a lack of knowledge about how bi or multiliteracy is practiced in home milieu has contributed to the difficulties for educators to embrace bi and multi literacies in school settings. This article identifies the existing literature on bilingual research by exploring the Korean-English biliteracy practices in the home setting in the areas of status of English and Korean, use of target, native, and national language, life in the U.S. the role of Korean culture on target language learning and culture. The researcher examines how the bilingual student uses and keeps the target language (TL) and native language (NL) at the same time in his everyday life. Finally, the researcher gives suggestions to keep both target and native languages.

The Influences of Biliteracy Practices on Identity Construction

주형미 이중언어학회 2008 이중언어학 Vol.37 No.-

본 연구는 한국계 미국인 청소년들이 이중 언어 읽기/쓰기 활동을 통해 어떻게 민족적/문화적 정체성을 확립해 가는지에 대하여 알아보고자 하였다. 일년 동안의 가정방문, 참여관찰, 면접 및 자료 분석의 연구방법을 이용한 민족지학 사례 연구를 통해 영어가 모국어가 아닌 이민 가정 학생들이 가정 내에서 영어뿐만 아니라 한국어로도 개인 단위 혹은 가족 단위의 다양한 읽기/쓰기 활동을 하고 있다는 사실을 보여주고 있다. 그들은 학습 성취에 필요한 영어 읽기/쓰기 능력을 향상시키고 있음과 동시에 한국어 읽기/쓰기 능력 또한 지속적으로 향상시키고 있다. 그들에게 한국어 읽기/쓰기 능력은 민족적 정체성의 상징적인 표현이며 또한 문화적 지식, 가치, 규범 등을 전수하는 매개체로서 이민 가정 학생들의 문화적 정체성 확립에 중요한 역할을 하고 있다. 이러한 사실들은 왜 한국계 미국 청소년들이 두 언어로 읽기/쓰기 활동을 지속적으로 하고 있는지 말해 주고 있다. 본 연구는 이중 언어 읽기/쓰기 학습과 정체성 확립과의 밀접한 관계를 보여주고 있으며 영어가 모국어가 아닌 학생들의 읽기/쓰기 발달에 대한 이해는 그들이 두 언어를 사용하고 있는 환경에 대한 이해에서 반드시 출발해야 함을 제안하고 있다.