This research described the progress of the participants in their motivation for learning Korean as the heritage language with Sheltered Instruction in the United States context from a descriptive and narrative perspective. By accessing the reality of the participants, this research contributed to the existing literature with its applicability for heritage language learners and heritage language education in the U.S. context.
This research detected the need of attention to which identified the participants as second language learners, learning a language other than English in the U.S. context. Historical and theoretical bases of second language learning, therefore, served as the specific criteria for the review of related literature. The research design had centered in qualitative characteristics, interpretive paradigm, qualitative data collection methods, and procedures. Action research, specifically Teacher Action Research (TAR) was the method of the research. Disciplines of the method differed from other research in which the researcher was an active participant instead of being a third person observer. Being a class teacher in the Korean Saturday Heritage School provided an excellent advantage in which the researcher was able to reflect upon her own teaching and learning, using Sheltered Instruction with a process of teacher action research: an ongoing process of evaluation, recommendation, practice, reflection, and reevaluation. Qualitative data were collected from various data sources and illustrated with a coding system in the research. The list of topical sequence and various codes in analyses of research questions narrated the qualitative data collection.
Research questions were: (1) How does using the dominant language (English) and culture (mainstream U.S.) of the participants, through Sheltered Instruction, impact their motivation towards learning the heritage language (Korean)? (2) How does providing the academic content knowledge through Sheltered Instruction improve motivation of the participants towards learning the heritage language? (3) How does bringing in supplementary materials and meaningful activities through Sheltered Instruction promote motivation of the participants towards learning the heritage language?
Finally, Chapter V concluded that there was a close relationship between motivation of the participants and learning outcomes. The findings of the research demonstrated the importance of contextual factors of the participants in the U.S. context. It also extended to recommendations for heritage language teachers and future research regarding heritage language learners in the U.S. context.
This research did not attempt to challenge any theoretical bases or hypotheses. Instead, this research asked readers to access and understand the reality of the participants in the U.S. context by reading the content.
|Advisor:||Torres, Roberto L.|
|School:||Texas A&M University - Kingsville|
|School Location:||United States -- Texas|
|Source:||DAI-A 70/08, Dissertation Abstracts International|
|Subjects:||Language arts, Bilingual education, Linguistics|
|Keywords:||Heritage language, Korean, Korean as a heritage language, Motivation, Sheltered instruction, Teacher action research, The United States context|
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