Envisioning Possibilities: The Case of Korean-English Dual Language Bilingual Education in Illinois

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

Abstract

Illinois has long been home to diverse multilingual communities. Despite this linguistic diversity, bilingual education in Illinois public schools remains concentrated mainly in Spanish-English dual-language bilingual education (DLBE) programs (Oberg De La Garza et al., 2015). The Korean language, one of the most spoken languages besides English in Illinois (U.S. Census Bureau, n.d.), has received little attention in public schools. Currently, Korean language education in Illinois is confined to heritage or world language programs (Lee, 2021, 2023). This gap reflects a broader national pattern in which language education programs in languages other than Spanish tend to be world language enrichment or one-way immersion programs primarily catering to English-majority speakers (Morita-Mullaney, 2023). However, Korean-English DLBE programs have been implemented in other states, notably California, recognizing the possibilities of establishing those community-oriented programs (Author, 2018; Authors, 2025). The present study seeks to explore how Korean language educators and Korean/Korean-American families in Illinois perceive the need for and the potential benefits of Korean-English DLBE programs. Understanding these community perspectives is crucial for creating equitable DLBE programs that address the needs and values of the minority language communities.
Based on the theoretical framework of heteroglossia (Bakhtin, 1981) that criticizes linguistic purism and language imperialism, this study uses a decolonial approach to challenge the predominant Anglocentric educational system and to contest the imperial/colonial view of language teaching, pursuing decolonizing language education to promote a more equitable and inclusive learning environment (Mignolo & Walsh, 2018; Wang, 2024). Because bilingual learners have a unique and specific linguistic configuration (Lee & Garcia, 2021), it is vital to support the equal status of cultures and the knowledge of minority languages and to invigorate and revitalize minority/heritage languages.
This qualitative case study investigates the voices, perceptions, and perspectives of Korean heritage language educators and Korean/Korean-American families residing in Illinois regarding Korean-English DLBE. The participants include Korean heritage language school principals, teachers, and parents of PreK-12 Korean/Korean-American children. The primary data are collected through surveys and semi-structured interviews. Data are analyzed using thematic analysis to identify recurring patterns and themes across the interviews.
The findings present the stakeholders’ awareness of and experience with Korean-English DLBE programs, their perceived views regarding benefits and concerns associated with Korean-English DLBE programs, anticipated barriers to establishing Korean-English DLBE in Illinois, their willingness to advocate for such initiatives, and their views on language purism and imperialism. The findings highlight the significant diversity within the Korean/Korean-American community in Illinois, encompassing various perspectives on social, political, and cultural issues, which include both strong advocates for bilingual education and skeptics presenting compelling viewpoints. The study not only underscores the existing interest and feasibility for implementing Korean-English DLBE programs but also addresses recommended policy interventions and different forms of support. This study contributes to the fields of bilingual and heritage language education by offering ideological and pedagogical insights into how teachers, policy makers, stakeholders, and local communities could enact Korean-English DLBE programs in contexts where such programs are absent despite a large Korean population.

Authors

• Chaehyun Lee, Southeastern Oklahoma State University

• Woongsik Choi, Illinois State University