Korean Parental Attitudes about Sojourner Immigrant Children’s Language Learning in the U.S.
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This study aimed at exploring Korean parental attitudes about bilingualism and bilingual education for their children who temporarily stay in the U.S. Data were collected, from five immigrant parents, through narrative questionnaire, participant observations, and in-depth interviews. Research findings showed that their future perception of returning to home country let them adopt instrumental orientation for learning EIL (English as an international language). Although the children experienced Korean language attrition, the parents maintained English-centered educational policy to maximize the effectiveness from their temporary stay in an English-speaking country. In addition, Korean parents were highly interested in English learning, but they were reluctant to take school ESL courses designed for non-native immigrant children. Instead, they wanted their children placed in mainstream English courses, thinking that ESL courses were too elementary for their children. Lastly, they had different expectations in proficiency of two languages: cognitive and academic language proficiency in their native language and basic interpersonal communicative skills in English. Korean parental attitudes were basically constructed based on their future perception and current temporary stay.
Abstract
This study aimed at exploring Korean parental attitudes about bilingualism and bilingual education for their children who temporarily stay in the U.S. Data were collected, from five immigrant parents, through narrative questionnaire, participant observations, and in-depth interviews. Research findings showed that their future perception of returning to home country let them adopt instrumental orientation for learning EIL (English as an international language). Although the children experienced Korean language attrition, the parents maintained English-centered educational policy to maximize the effectiveness from their temporary stay in an English-speaking country. In addition, Korean parents were highly interested in English learning, but they were reluctant to take school ESL courses designed for non-native immigrant children. Instead, they wanted their children placed in mainstream English courses, thinking that ESL courses were too elementary for their children. Lastly, they had different expectations in proficiency of two languages: cognitive and academic language proficiency in their native language and basic interpersonal communicative skills in English. Korean parental attitudes were basically constructed based on their future perception and current temporary stay.
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