Journal of the National Council of Less Commonly Taught Languages (Sep 2022)
Conflicting Pedagogical Approaches in the Korean Heritage Language Classroom: A Call for Change in Professional Development
Abstract
The article reports on Korean women teachers’ lived experiences and perspectives on cultural conflicts in PreK-12 Korean Heritage Language classrooms. The study investigates the perspectives of first generation teachers educated in Korea on cultural differences between their own educational experiences and their generation 1.5 and second-generation students. Utilizing theoretical frameworks of reproduction (Bourdieu & Passeron, 1990) and habitus (Bourdieu, 1984), data from focus groups, individual teacher interviews, and classroom observations were analyzed to explore the shifting and changing professional identities of teachers. Language instructors need transformative professional development to enhance their agency and strengthen their confidence as teachers. Analysis of the data revealed that the heritage teachers were aware of a generation gap between their own educational experiences and their generation 1.5 and second generation students. Teachers provided insights concerning traditional Korean pedagogical practices and desired more professional development concerning how to better meet their students’ needs. The article calls for new directions in heritage language teacher education to increase teacher autonomy and raise the professional status of heritage language teachers.
