Part of
Heritage Language Development: Focus on East Asian ImmigrantsEdited by Kimi Kondo-Brown
[Studies in Bilingualism 32] 2006
► pp. 175–208
Edited by Kimi Kondo-Brown
[Studies in Bilingualism 32] 2006
► pp. 175–208
Heritage language maintenance by Korean-American college students
This chapter examines what individual and social-psychological factors best predict Korean heritage language learners’ maintenance of heritage language (HL) proficiency. The examined predictors are age of immigration, length of Korean language education, degree and frequency of HL use, cultural identity, and motivation. A language background survey and a Korean language proficiency test developed by KICE (Korea Institute of Curriculum and Evaluation) were administered to 120 Korean-American college students. The results of the study indicate that although most of the examined predictors are significantly related to Korean language proficiency, the degree and frequency of HL use is found to be the best predictor of one’s HL proficiency. The participants’ narrative responses on their HL maintenance also reveal that those who maintain a higher level of Korean language proficiency are more highly motivated to maintain Korean, have had more parental involvement in HL maintenance, and use more Korean than those who are not as proficient.
Cited by
Cited by 16 other publications
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2023. Language maintenance and ethnic identity among Korean heritage speakers in the Pacific region (Australia, New Zealand, and Hawaii). Journal of Multilingual and Multicultural Development ► pp. 1 ff.
Kang, M. Agnes
2015. Social Aspects of Korean as a Heritage Language. In The Handbook of Korean Linguistics, ► pp. 405 ff.
Kim, Catherine E. & Danielle O. Pyun
2014. Heritage language literacy maintenance: a study of Korean-American heritage learners. Language, Culture and Curriculum 27:3 ► pp. 294 ff.
Kim, Sun Hee Ok
2012. Learner background and the acquisition of discourse features of Korean in the Australian secondary school context. Australian Review of Applied Linguistics 35:3 ► pp. 339 ff.
Li, Guofang & Keying Wen
2015. East Asian Heritage Language Education for a Plurilingual Reality in the United States: Practices, Potholes, and Possibilities. International Multilingual Research Journal 9:4 ► pp. 274 ff.
Mori, Yoshiko & Toshiko M. Calder
2015. The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States. Foreign Language Annals 48:4 ► pp. 730 ff.
Park, Mi Yung
2022. 1.5-generation Korean-New Zealanders’ perceptions of bilingualism, heritage language competence, and identity. Australian Review of Applied Linguistics
Park, Mi Yung
2022. Language ideologies, heritage language use, and identity construction among 1.5-generation Korean immigrants in New Zealand. International Journal of Bilingual Education and Bilingualism 25:7 ► pp. 2469 ff.
Park, Mi Yung
2023. Identity and Voluntary Language Maintenance Efforts: A Case of Bilingual Korean-American University Students in Hawai‘i. Sustainable Multilingualism 22:1 ► pp. 1 ff.
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2022. Study abroad, heritage language learning, and identity: a study of a mixed-heritage learner of Korean. Critical Inquiry in Language Studies 19:3 ► pp. 286 ff.
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2023. Identity and heritage language learning: a case study of two mixed-heritage Korean university students in New Zealand. Multilingua 42:2 ► pp. 285 ff.
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2011. Reducing Korean heritage language learners' orthographic errors: the contribution of online and in-class dictation and form-focused instruction. Language, Culture and Curriculum 24:2 ► pp. 141 ff.
Son, Young‐A
2017. Toward Useful Assessment and Evaluation of Heritage Language Learning. Foreign Language Annals 50:2 ► pp. 367 ff.
This list is based on CrossRef data as of 10 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.