1.5-generation Korean-New Zealanders’ perceptions of bilingualism, heritage language competence, and identity

IF 0.9 Q2 LINGUISTICS

Australian Review of Applied Linguistics Pub Date : 2022-07-28 DOI:10.1075/aral.21091.par

Mi Yung Park

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引用次数: 3

Abstract

This study explores four 1.5-generation Korean-New Zealanders’ perceptions of bilingualism, heritage language (HL) competence, and identity. Drawing on interview data, the study shows that the participants were strongly connected to their ethnic group and strove to accept and strengthen their hyphenated Korean-New Zealander identities through foregrounding their bilingual and bicultural competence. In addition to their Korean use at home, socializing with other Korean speakers at church and in peer groups aided their learning of a wide range of registers in context, while providing culturally sensitive places for the participants to explore their identities. Nevertheless, the study also found that the participants encountered racial and linguistic hierarchical structures from which they were marginalized, which delayed their construction of positive bilingual identities. The findings enable a deeper understanding of how family-internal and family-external factors shape immigrant children’s identities, and suggest that substantial institutional and societal support are needed to foster immigrant children’s bilingualism and biculturalism.

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1.5代韩裔新西兰人对双语、传统语言能力和身份的看法

本研究探讨了四位1.5代韩裔新西兰人对双语、传统语言（HL）能力和身份的看法。根据访谈数据，该研究表明，参与者与他们的种族有着密切的联系，并通过突出他们的双语和双文化能力，努力接受和加强他们的韩裔新西兰人身份。除了在家里使用韩语外，在教堂和同龄人群体中与其他说韩语的人进行社交，有助于他们在上下文中学习各种语域，同时为参与者探索自己的身份提供了文化敏感的场所。尽管如此，研究还发现，参与者遇到了被边缘化的种族和语言等级结构，这推迟了他们积极的双语身份的构建。研究结果使我们能够更深入地了解家庭内部和外部因素如何塑造移民儿童的身份，并表明需要大量的制度和社会支持来培养移民儿童的双语和双文化能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australian Review of Applied Linguistics LINGUISTICS-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： The Australian Review of Applied Linguistics (ARAL) is the preeminent journal of the Applied Linguistics Association of Australia (ALAA). ARAL is a peer reviewed journal that promotes scholarly discussion and contemporary understandings of language-related matters with a view to impacting on real-world problems and debates. The journal publishes empirical and theoretical research on language/s in educational, professional, institutional and community settings. ARAL welcomes national and international submissions presenting research related to any of the major sub-disciplines of Applied Linguistics as well as transdisciplinary studies. Areas of particular interest include but are not limited to: · Analysis of discourse and interaction · Assessment and evaluation · Bi/multilingualism and bi/multilingual education · Corpus linguistics · Cognitive linguistics · Language, culture and identity · Language maintenance and revitalization · Language planning and policy · Language teaching and learning, including specific languages and TESOL · Pragmatics · Research design and methodology · Second language acquisition · Sociolinguistics · Language and technology · Translating and interpreting.