This collection critically reflects on the state-of-the-art research on
Korean-as-a-heritage-language (KHL) teaching and learning, centering KHL
as an object of empirical inquiry by offering multiple perspectives on
its practices and directions for further research.
The volume expands prevailing notions of transnationalism and
translanguaging by providing insights into the ways contemporary Korean
immigrant and transnational families and individuals maintain their
heritage language to participate in literary practices across borders.
Experts from across the globe explore heritage language and literacy
practices in Korean immigrant communities in varied geographic and
educational contexts. In showcasing a myriad of perspectives across KHL
research, the collection addresses such key questions as how heritage
language learners' literacy practices impact their identities, how their
families support KHL development at home, and what challenges and
opportunities stakeholders need to consider in KHL education and in
turn, heritage language education, more broadly.
This book will be of interest to families, teachers, scholars, and
language program administrators in Korean language education, heritage
language education, applied linguistics, and bilingual education.