Kyongson Park
About
No profileSessions
How Monolingual Teachers Can Run a Bilingual/Bicultural Story Time more
Fri, Apr 29, 09:00-Tue, May 31, 23:55 Asia/Seoul
This study presents how multi-language and culture-focused story time would support English learners develop their dual languages in early childhood education (ECE) settings. Monolingual teachers who are native English speakers at ECE are only using English and American Culture for English learners in their classrooms. Two monolingual teachers and two bilingual teachers participated in conducting a bilingual and bicultural story time while co-selecting books and collaborating with the researcher. In the bilingual story time observation and practices, teachers showed the possibilities to well incorporate home language (e.g. Arabic, Spanish, Korean) with English and how to expose English learners to diverse cultures, which can be seen in their communities. Especially, how young children have been empowered listening and speaking their home languages and cultures at school. This research made teacher raise their awareness of the importance of language-focused education for young children and contribute to teacher education at ECE in Korea.
Second Language Online Teaching in K-12: Challenges and Recommendations more
Fri, Apr 29, 09:00-Tue, May 31, 23:55 Asia/Seoul
This study examined how teachers of Korean as a second language in the U.S. adapted to online teaching during the pandemic. At a Korean Heritage language school located in the US, qualitative data including survey (n=11) and follow-up interview (n=8) of teachers were collected and analyzed. Teachers shared their own perceptions and practice on using target language only (Korean) or using English in their classrooms. In the preliminary results, this study shows the dynamics of online teaching depending on different age group and the proficiency level of Korean. Especially, depending on the grade level of students, teachers need to use different strategies depending on their motivation and interests in learning Korean. With teaching experiences, teachers showed different use of languages. For older students, using English was beneficial while parents’ support was helpful for younger students. Findings indicate that learner variables such as age, proficiency, and language use affected teachers' decisions.