Danielle Ooyoung Pyun

Reducing Korean Heritage Language Learners' Orthographic Errors: The Contribution of Online and In-Class Dictation and Form-Focused Instruction

Heritage learners comprise a substantial proportion of second language learners, including L2 Korean learners. Previous studies have shown that the vast majority of heritage language learners display weakness in orthographic accuracy. Due to their previous extended exposure to oral discourse and limited experience in written language, heritage speakers tend to write the way they would speak, which results in frequent spelling errors. This study describes the construction and implementation of a dictation programme in a college Korean language classroom and discusses the use of dictation as a learning device to overcome orthographic errors. The online, computerised dictation programme and in-class dictation activities employed proved to be effective in sensitising heritage learners to written forms of the target language and helping them make connections between spoken sounds and written forms. Feedback provided by learners was positive and suggested that the approach had the intended effect on learning processes.

Heritage language literacy maintenance: a study of Korean-American heritage learners

How heritage learners successfully maintain their heritage language (HL) and literacy is a significant topic of discussion in the field of bilingual education. This study examines what factors are most closely associated with literacy competence by inspecting Korean heritage learners’ language and literacy practice patterns and their literacy performance. Using language background surveys and Korean writing samples gathered from 56 Korean-English bilingual students in grades 4–12 and university undergraduates, it was discovered that participants’ levels of Korean literacy were positively associated with home Korean language use and focused Korean language practice, whereas they were negatively correlated with years of US stay, years of schooling in the USA, and home English language use. A regression analysis revealed that the quality and range of HL practice was the only significant predictor of HL literacy skills. In addition, a one-way ANOVA indicated no significant difference for HL writing scores across four age groups (i.e. elementary school, middle school, high school, and college), which implies that HL literacy does not necessarily develop or accumulate with cognitive maturity or length of schooling, a finding dissimilar to conventional native language and literacy development.

A Review of “Korean language in culture and society”

investigates the attitudes towards ELF and issues related to identity and ELF. It is without doubt that this book will be an important source of inspiration for researchers who are keen on exploring the possibility of implementing an ELF curriculum as well as those who are interested in carrying out further research on people’s reactions towards the concept of ELF. One noteworthy strength of the book is that despite the complexity of the arguments it contains, it is written in a clear, accessible, and engaging manner throughout. In sum, given the refreshing and existing ideas the book contains, Jenkins’ book will definitely be of interest to researchers who are now engaged in research on ELF, language attitudes, language and identity, language ideology, and ELT. It will also be the most welcomed book for researchers and scholars who are keen on getting a sense of the latest research on ELF and WE.