The Use of Korean in an After-School English Kindergarten Club in America
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This study examines how the use of Korean by three Korean children in an after-school English kindergarten club in America may affect both language acquisition and socialization processes. Qualitative data analysis is based on videotaped natural interactions, field notes, and a supplementary interview. The analysis emphasizes the roles of the use of first language and circumstances under which the children usually engaged in code-switching to Korean. First, the finding of the study presents an example of collaborative learning during a popular hand game which is facilitated by the use of Korean. Second, it provides evidence of the use of Korean to help Korean novice learners of English participate in the club activities following the teachers’ instructions. Third, it shows the use of Korean during free time conversation among the children in the club, which helps Korean novice learners get involved in conversation with other international children. Fourth, it points out a teacher’s behavior that seemingly contradicts the English only policy of the club and presents one of the teachers, Ms. Gail’s challenges in teaching the club and her perception of the language policy. This study concludes that the use of Korean in the club presents evidence of positive functions of secretive code-switching to their first language against the club policy on speaking English only.
Abstract
This study examines how the use of Korean by three Korean children in an after-school English kindergarten club in America may affect both language acquisition and socialization processes. Qualitative data analysis is based on videotaped natural interactions, field notes, and a supplementary interview. The analysis emphasizes the roles of the use of first language and circumstances under which the children usually engaged in code-switching to Korean. First, the finding of the study presents an example of collaborative learning during a popular hand game which is facilitated by the use of Korean. Second, it provides evidence of the use of Korean to help Korean novice learners of English participate in the club activities following the teachers’ instructions. Third, it shows the use of Korean during free time conversation among the children in the club, which helps Korean novice learners get involved in conversation with other international children. Fourth, it points out a teacher’s behavior that seemingly contradicts the English only policy of the club and presents one of the teachers, Ms. Gail’s challenges in teaching the club and her perception of the language policy. This study concludes that the use of Korean in the club presents evidence of positive functions of secretive code-switching to their first language against the club policy on speaking English only.
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