Study Abroad, Heritage Language Learning, and Identity: A Study of a Mixed-Heritage Learner of Korean

Autor/inn/en	Park, Mi Yung; Choi, Lee Jin
Titel	Study Abroad, Heritage Language Learning, and Identity: A Study of a Mixed-Heritage Learner of Korean
Quelle	In: Critical Inquiry in Language Studies, 19 (2022) 3, S.286-306 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Mi Yung) ORCID (Choi, Lee Jin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2022.2086552
Schlagwörter	Study Abroad; Females; Educational Experience; Language Attitudes; Ethnicity; Self Concept; Foreign Countries; Multiracial Persons; Immigrants; Asians; Whites; Korean; Second Language Learning; Second Language Instruction; Heritage Education; Language Role; Program Development; Race; Undergraduate Students; Student Attitudes; Cultural Background; Parent Child Relationship; English; English (Second Language); Language Usage; South Korea; New Zealand + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Weibliches Geschlecht; Bildungserfahrung; Sprachverhalten; Ethnizität; Selbstkonzept; Ausland; Mischling; Immigrant; Immigrantin; Immigranten; Asian; Asiat; Asiatin; Asiaten; Asiate; White; Weißer; Koreanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Programmplanung; Rasse; Abstammung; Schülerverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Korea; Republik; Neuseeland
Abstract	This narrative study focuses on how Gina, a Korean learner with a Korean immigrant mother and a European-descent New Zealander father, constructed her identities and engaged with Korean as a heritage language (HL) before, during, and after studying abroad in Korea. Gina's transformative experiences illustrate the links between HL learning and learners' understanding of themselves in racial/ethnic/cultural terms. The study highlights raciolinguistic ideologies' complex influence on the HL development and identity (re)construction of learners who consider themselves to have multiple racial/ethnic/cultural heritages. Although Gina's HL learner identity hampered her classroom education during study abroad, her family background provided her opportunities outside the classroom that strengthened her sense of belonging and encouraged her (re)construction of her identities. The study provides practical implications for study-abroad program developers and educators concerning the raciolinguistic ideologies that HL learners who identify as having multiple heritages might bring to their HL learning and participation in study-abroad programs. Being aware of raciolinguistic ideologies, preparing students for how their own and others' ideologies might impact their experiences during study abroad, and providing the means for multiheritage HL learners to share their experiences could all contribute positively to these learners' continued identity (re)construction, HL development, and study-abroad experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01