Heritage language maintenance and cultural identity formation: the case of Korean immigrant parents and their children in the USA

Abstract

This study explores the beliefs and attitudes that Korean immigrant parents and their children in the USA hold about their heritage language. Data were collected through interviews. This study addresses how parents' perspectives and their actual heritage language practices with their children influence their children's cultural identity and heritage language maintenance. Findings suggest that immigrant children's peers and teachers at school who are not from the same ethnic group (co-ethnics) might play a crucial role in helping children to have positive attitudes regarding learning their heritage language, ultimately influencing their positive cultural identity.

Keywords:

• immigrant children
• Korean immigrants
• heritage language maintenance
• cultural identity

Notes on contributor

Boh Young Lee received her Master's degree in early childhood education in 2007 and doctorate in human development and family science in 2012 at the University of Georgia in the U.S.A. She joined the faculty at Western Illinois University as an assistant professor of early childhood education in 2012. Her areas of specialization include early literacy development, pre-service teacher education, assessment, and diversity.

Notes

Aliens are defined as people who are not US citizens. The Internal Revenue Service (IRS) classifies aliens for tax purposes as either resident aliens or non-resident aliens, depending on how long they have been physically present in the USA.