Teacher's Voice
  Experiences as an L2 Learner Experiences as an L2 Teacher Experiences Teaching Domestic and Heritage Language Students
 
Students' Voices
  Sara Lindsay Casey Yi-Ting Eric
Instructional Challenges
  Differences in terms of Skills Differences in terms of Attitudes Dealing with Face-saving Issues
Instructional and Management Strategies Use of Student's Non-Verbal Behavior Use of Korean Use of Sarcasm Use of Korean Names Use of Translation Use of HLLs as a Resource for DLLs Language Play Teaching Reading, Speaking and Writing
 
Explorations
  Building Classroom Communities Constructing a Case: Instructional Challenges Seeing Your Students Dealing with Social/Political Issues Dealing with Resistant Students Acknowledging and Building on Students' Strengths Dealing with Error Correction Using Humor/Sarcasm Appropriately Reading Students’ Non-verbal Cues

Use of Korean

In addition to being the focus of instruction, So-Eun uses Korean as a tool to manage her students’ classroom behavior.

Listen to So-Eun describe her use of Korean to manage her students’ behavior.

Available in full version only.

Reflections - How effective do you feel So-Eun’s use of Korean is in this role? What language do you use to manage your students’ attention, English or the language of instruction? What other management strategies have you found to be effective?

After the students have completed the True / False exercise in the textbook, So-Eun asks a series of questions about each statement.

Available in full version only.

Reflections - How effective do you feel So-Eun’s use of Korean is in this role? What language do you use to manage your students’ attention, English or the language of instruction? What other management strategies have you found to be effective?

Listen to So-Eun describe when she uses Korean to interact with heritage students

T:

um (1) um (1) usually not I just cannot I just wan- don’t want to generalize this but um (.) usually heritage student ask me spellings (1) so like just before she ask me about spelling. And I notice um I call her Korean by Korean name and ask are you ok are you doing ok? in Korean just like Korean. So probably if she is domestic student I will (.) you know tell her like are you doing ok? Like that cause I think you know it’s just it’s- it’s just (1) I just think um (4) probably because of na= her name? because um they’re calling them (3) by their Korean names so probably it’s gonna signal me to say something in Korean I dunno it just it just you know comes up my mind so it could be the reason. And and whenever I as- I call domestic student I have to call them by their real name which is English name so it’s kind of you know signaling me ok this is English and uh uh I’m kinda now used to it but um before you know when I’m first teach Korean course we teach little bit it’s really challenging. And structure is totally opposite of Kor- opposite to English so sometimes I say something in Korean but it’s not working to- it’s not working in in in it’s really totally new language (laughs) and sometimes students told me oh what are you doing so tskuh my brain [doesn’t work like that(laughs)so if sometimes I say something I use everything in English but structure is Korean and they’re like start laughing and ahh I’m doing it again and just go back to you know and refresh my mind again and start over everything

Reflections - How effective do you feel So-Eun’s use of Korean is when she interacts with heritage students? Do you feel this is an appropriate instructional strategy? If so, why? If not, why?

While students are working independently revising their stories, So-Eun answers a student’s question about the spelling of a word.

T: Eric do you remember the story we read [xxx] yesterday 그러면 [then] this one you have to do this one 미애야 괜찮아 [it’s okay Miay]
D: uh huh wait 앉다 [sit] is ㅈ ㅊ
T: uh two 받침 [syllable final consonant] right
D: yeah
T: first one ㄴ and ㅈ
D: ㅈ
T: okay

Reflections - How effective do you feel So-Eun’s use of Korean is when she interacts with heritage students? Do you feel this is an appropriate instructional strategy? If so, why? If not, why?

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