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  • Chapter 29 - From Bilingual Speakers to Korean Heritage Language Learners

  • from Part VI - Language Pedagogy
  • Edited by Sungdai Cho, Binghamton University, State University of New York, John Whitman, Cornell University, New York
  • Book:
    The Cambridge Handbook of Korean Linguistics
    Published online:
    30 September 2022
    Print publication:
    25 August 2022, pp 832-848

  • Summary

    Chapter 29 examines the recurring attributes in current definitions of HL learners. These include early and significant exposure to the HL, proficiency in the HL, bilingualism to some degree, dominance in a language other than the HL, and an ethnic/cultural connection to the HL. From sociolinguistic journey, Korean heritage language (KHL) learners often end up with high receptive language skill, low to moderate accuracy in their speaking, and zero metalinguistic knowledge, and consequently enroll in Korean language in college to (re)learn their HL language. This poses pedagogical challenges, as KHL learners are linguistically distinguished from L2 learners due to their language experience. This chapter explores issues in language acquisition, language attrition, and language processing of Korean-English bilingual children and how such experience sheds light in understanding the pedagogical issues related to the language processing of young adult KHL learners.