Disciplines
Bilingual, Multilingual, and Multicultural Education | Educational Assessment, Evaluation, and Research | Elementary Education
Abstract (300 words maximum)
While dual language immersion (DLI) programs are relatively new in the United States, they have been heavily researched. However, the majority of the research focuses on Spanish and Mandarin programs. Korean, as a less commonly taught language (LCTL) and a language with a different typography as English has not been thoroughly researched. Being a LCTL, there are possible cultural and social factors that influence the program. There are also concerns that because Korean has a different typography as English, it would take more time to learn and maintain, causing differing results from programs that share the English typography. Despite Korean DLI programs becoming more popular in recent years, the programs are still underrepresented and under researched.
This study follows a new Korean DLI (K DLI) program at an elementary school in Georgia. As a K-DLI program, half of the academic instruction is in English, while the other half is in Korean. Some of the parents are of immigrant descent, while others are not. There are five K-DLI teachers and one Korean specials teacher. The program holds a very diverse population in each of the stakeholder groups. Each group is likely to have differing expectations for the program that are rooted in their social and cultural identities.
This study aims to better understand Korean Dual Language Immersion programs in the U.S., and how Korean as a language and culture particularly affects what and how the language is taught. We also explore how this particular type of instruction impacts the students and their academic performances.
Academic department under which the project should be listed
BCOE - Inclusive Education
Primary Investigator (PI) Name
Jayoung Choi
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons
Korean Dual Language Immersion Programs: Perspectives of Parents, Students and Teachers as Stakeholders
While dual language immersion (DLI) programs are relatively new in the United States, they have been heavily researched. However, the majority of the research focuses on Spanish and Mandarin programs. Korean, as a less commonly taught language (LCTL) and a language with a different typography as English has not been thoroughly researched. Being a LCTL, there are possible cultural and social factors that influence the program. There are also concerns that because Korean has a different typography as English, it would take more time to learn and maintain, causing differing results from programs that share the English typography. Despite Korean DLI programs becoming more popular in recent years, the programs are still underrepresented and under researched.
This study follows a new Korean DLI (K DLI) program at an elementary school in Georgia. As a K-DLI program, half of the academic instruction is in English, while the other half is in Korean. Some of the parents are of immigrant descent, while others are not. There are five K-DLI teachers and one Korean specials teacher. The program holds a very diverse population in each of the stakeholder groups. Each group is likely to have differing expectations for the program that are rooted in their social and cultural identities.
This study aims to better understand Korean Dual Language Immersion programs in the U.S., and how Korean as a language and culture particularly affects what and how the language is taught. We also explore how this particular type of instruction impacts the students and their academic performances.