Heritage Language Learning Trajectories and Multiple Influencing Factors: A Multiple-Case Study of University-Aged Korean Canadians

Authors

  • Dr. Hyekyung Song University of Manitoba

DOI:

https://doi.org/10.20360/langandlit29564

Keywords:

heritage language, sociocultural perspective, 1.5 and 2nd generation, higher education, social justice

Abstract

This study explores six university-aged 1.5 and second generation Korean Canadians’ varied heritage language (HL) learning experiences and the factors that encourage and discourage HL learning in Canada. Drawing on sociocultural perspectives (Duff, 2007, 2019; Norton, 2013), this multiple-case study reveals the core HL learning domains of home, friends at school and ethnic communities, Korean media, and university classes and various familial, sociocultural, and transnational factors. The participants’ HL learning trajectories fluctuated depending on life environments, accessibility to HL learning, and their identities and different responses to social factors. This study also underscores the importance of educational inclusivity of HLs. 

Author Biography

Dr. Hyekyung Song, University of Manitoba

Dr. Hyekyung Song is an instructor in the Asian Studies Centre at the University of Manitoba, where she has designed Korean courses and teaches Korean as a foreign/international and a heritage language. She served as the principal and a teacher at the Manitoba Korean Heritage Language School. She is also an executive board member of the Canadian Association of Teachers of Korean. She attained her Master’s and Ph.D. degrees in second language education at the University of Manitoba, and her research interests include heritage language education, identity, multilingualism, ethnicity, and transnationalism.

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Published

2022-12-02

How to Cite

Song, H. (2022). Heritage Language Learning Trajectories and Multiple Influencing Factors: A Multiple-Case Study of University-Aged Korean Canadians. Language and Literacy, 24(3), 45–67. https://doi.org/10.20360/langandlit29564

Issue

Vol. 24 No. 3 (2022): Regular Issue

Section

Articles

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