Addressing Unsolved Educational Problems About Linguistically Diverse Children: Perspectives of Preschool Teachers in South Korea

• In Event: Moscone Center West Roundtable Session 8
  In Roundtable Session: Bilingual and Bicultural Teaching and Learning Around the World

Abstract

The study aims to explore how mainstream preschool teachers who taught a small number of culturally and linguistically diverse (CLD) children described the students in South Korea, which has recently undergone significant demographic changes. Situated around three strands of previous literature, we adopted culturally and linguistically responsive frameworks. Nine preschool teachers were interviewed once by phone. A qualitative data analysis revealed that the teachers predominantly described CLD children with respect to language at school and at home as well as behaviors and traits implicated with Korean language ability. We discuss prevailing monolingualism, burgeoning bilingualism, and stratified status of languages. The study findings have implications for bilingual education in South Korea as well as for preschool teacher training programs.

Authors

• Shim Lew, The University of West Florida

• Jayoung Choi, Kennesaw State University