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Detailing qualitative research undertaken with elementary-grade children in a Korean heritage language school in the U.S., this text provides unique insight into the translanguaging practices and preferences of young, emergent bilinguals in a minority language group.
Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals examines the role of sociocultural influences on emergent bilinguals' language use and development. Particular attention is paid to the role of immigrant parental involvement and engagement in their bilingual children's language learning and academic performance. Presenting data from classroom audio-recordings, writing, and drawing samples, as well as semi-structured interviews with children and parents, the book identifies important implications for the education of emergent bilinguals to better support their overall language and literacy development.
This text will primarily be of interest to doctoral students, researchers, and scholars with an interest in bilingual education, biliteracy, and early literacy development more broadly. Those interested in applied linguistics, the Korean language, and multicultural education will also benefit from this volume.
Chaehyun Lee is assistant professor of educational instruction and leadership at Southeastern Oklahoma State University, U.S.
Preface Introduction: Korean as a Heritage Language in the US: Historical and Contemporary Attitudes to Bilingual Education Towards Heteroglossic Perspectives in Understanding Emergent Bilinguals' Translanguaging Practices Researching with Students and Parents to Understand Translanguaing Practices: Situating the Study Oral and Written Language Use and Translanguaging Functions of First-Grade Korean Bilingual Students Across School and Home Contexts Oral and Written Language Use and Translanguaging Functions of Third-Grade Korean Bilingual Students A Longitudinal Study: Focal Students' Bilingual Language Use Over Time and the Socio-cultural Influences on HL Development Summary, Discussions, and Implications for Researchers, Educators, and Parents Appendices Index
