Teacher Perspectives in a Korean Dual Language Bilingual Education Program in a Georgia Elementary School

• In Event: From Margins to Momentum: Honoring Over 30 Years of Korean DLBE for Linguistic Justice

Abstract

This paper explores the perspectives and experiences of 21 teachers in a Korean Dual Language Bilingual Education Program (KDLBE) that began with two kindergarten classes in response to the needs of the local Korean community in 2019 at Peace Elementary (pseudonym), a large Georgia public school. From the lens of critical consciousness in DLBE (Dorner et al., 2022) and socio-culturally and -politically mediated teacher identities (Kayi-Aydar & Miller, 2018; Norton, 2013; Ruohotie-Lyhty, 2013), it focuses on the KDLBE teachers’ navigation of and negotiation between the policies and expectations of the program and their own identities and beliefs. It particularly asks two questions: (a) What successes and challenges do the teachers experience with the new KDLBE program in Georgia? and (b) How do the teachers construct and negotiate their multiple identities in the KDLBE program?
Primary data for the study included individual interviews conducted with teachers involved in the KDLBE program (e.g., English and partner language teachers as well as support and pre-service teachers). Most interviews were conducted virtually either in English or Korean, each lasting 30 to 80 minutes. Eleven teachers were interviewed in 2021 and twelve in 2025, with four participating in both years. The interviews generated 23 video or audio recordings and transcripts. Interview questions ranged from demographic and background questions to pedagogical approaches and vision for the DLBE program.
Data analysis was conducted through a continuous and cyclical approach that incorporated both deductive and inductive reasoning (Corbin & Strauss, 2014). The diverse linguistic and transnational backgrounds of the research team informed our collaborative discussions after each interview, helping us identify key points and address any methodological concerns (such as modifying interview questions or creating follow-up queries). After each member completed their individual analysis, the team came together to discuss emerging themes, comparing cases while taking individual insights into account. In addition to identifying shared patterns within each theme, the team also examined how these patterns might relate to
one another.
Three key findings emerged. First, the target language teachers (i.e., Korean) built on their transnational capital (Author, 2025) to teach science and math content in Korean and strategically used English to teach the content despite the Korean-only policy instituted in the program. Second, not being educated themselves in such a context, the teachers from both Korean and English sides, were genuinely interested in observing the effectiveness of the DLBE program and committed to its success. Last, the teachers felt burdened to make the program successful as it has been slated as the first KDLBE program for the community they belong to, which also related to their Korean ethnic identity in complex ways.
This research highlights the nuanced identities, values, and commitments that KDLBE teachers bring to their work. It expands DLBE scholarship by focusing on a less commonly taught language and offers practical insights for educators and administrators involved in emerging KDLBE programs across the U.S., particularly outside traditional hubs like California

Author

• Jayoung Choi, Kennesaw State University