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Questions whether the growing movement toward ‘multilingualism for all’ truly includes all languages, especially less-commonly taught languages such as Korean
This book provides a critical and timely overview of Korean dual language programs (KDLPs) in the United States. It traces the expansion of these programs over the past thirty years and analyzes the current landscape of KDLPs within the broader field of dual language bilingual education. Drawing on examples from across the US, it investigates the structural, institutional and pedagogical challenges they face, as well as shifting student demographics and the critical role of leadership at school and district levels. It proposes strategies for the development and sustainability not only of Korean programs, but other less commonly taught language programs, emphasizing a more inclusive and equitable approach to bilingual education. It will be of interest to researchers in dual language bilingual education, Asian American studies, language policy and teacher education.
Jongyeon Joy Ee is Associate Professor and Bilingual Program Director at Loyola Marymount University, USA. She is a co-editor of the International Journal of Multicultural Education, board member of the California Association for Bilingual Teacher Education and founding member of the Korean Chapter of CABE.
Minhye Son is Associate Professor of Teacher Education at California State University, Dominguez Hills, USA. Her research interests include bilingual education, teacher education, critical multilingualism and early childhood and multimodal literacy. She also serves as the Bilingual Coordinator for the Asian Languages Bilingual Teacher Education Pathway at CSUDH.
Foreword. Jin Sook Lee
Prologue
Part 1: Past
Chapter 1. Bilingualism as Survival and Identity: Korean Immigration and Early Korean Language Education in the United States
Chapter 2. Bilingualism as Activism: A “Woori” Ethos in Pioneering the First Korean Dual Language Programs
Part 2: Present
Chapter 3. The Growth and the Current State of Korean Dual Language Programs in the United States
Chapter 4. Challenging Realities: The Structural Constraints Facing Korean Dual Language Programs
Chapter 5. Students Then and Now: The Changing Faces of Korean Dual Language Programs
Chapter 6. Teaching in Two Languages: KDLP Teachers’ Agency in Navigating Constraints
Chapter 7. Leading Against the Current: Visionary Leadership and Advocacy of Korean Dual Language Programs
Part 3: Future
Chapter 8. Toward the Next Thirty Years: From Hope to Action in Korean Dual Language Programs
Epilogue