Navigating the Duality: Insights and Challenges From Korean Dual Language Bilingual Teachers

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 1
  In Roundtable Session: Translanguaging in Action: Perspectives and Practices of Bi-/Multilingual Educators in Dual Language Settings (Table 5)

Abstract

This research explores the experiences of bilingual teachers in Korean dual language bilingual education (DLBE) classrooms, focusing on their characterization of the teaching experience, utilization of linguistic and cultural resources, and the challenges and opportunities encountered when instructing students from diverse linguistic backgrounds. Employing a qualitative research design, the study will provide an in-depth analysis within the context of the Korean Dual Language Programs (KDLP) in California, particularly highlighting one of the established model KDLP programs in an urban, multicultural area. Informed by critical consciousness and community cultural wealth framework, this study will contribute to the literature on dual language bilingual education and the specific experiences of Korean and Asian American educators.

Authors

• Minhye Son, California State University - Dominguez Hills

• Jongyeon Joy Ee, Loyola Marymount University