Navigating Tensions and Ideologies: A Collaborative Autoethnography of Four Korean Heritage Language Teachers

• In Event: Sheraton Roundtable Session Ten
  In Roundtable Session: Language Ideologies and Perspectives in Multilingual Programs and Policy (Table 14)

Abstract

While existing literature has explored heritage language (HL) education, few studies have examined HL teaching experiences despite the substantial role of teachers in HL education. To fill this gap, four Korean HL teachers conducted a collaborative autoethnography to explore our teaching experiences in HL schools. Drawing on the notion of third space and ideologies of literacy, we found three dimensions of tensions and coping strategies HL teachers dealt with in multi-layered HL education contexts: content, pedagogical approach, and language practice. Additionally, we discussed how the multiple ideologies operated in the tensions and informed our curricular decision-making. By positioning HL education as a third space where teachers navigate different ideologies, this study encourages creative approaches to HL education for diverse students.

Authors

• Su Yon Choi, Michigan State University
  Presenting Author

• Hyeungok Kang, University of Georgia
  Presenting Author

• Jonga Lee, University of Georgia
  Presenting Author

• Jeong-yeon Park, Michigan State University
  Presenting Author