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Language and cultural preservation efforts among different communities of language speakers in the United States have received increasing attention as interest in linguistic rights and globalization continues to deepen. In addition to mounting evidence of the cognitive, psychological, and academic benefits of heritage language/community language (HL/CL) maintenance for linguistic-minority children, scholars have advocated for the recognition, support, and utilization of the potentially rich pool of HLs/CLs as a resource for filling linguistic and cultural voids in professional and political sectors of society. Throughout U.S. history, the most significant efforts for HL/CL instruction outside the home have occurred in community-based HL/CL schools. journals, centers, and university programs dedicated to HL/CL education and research. This article examines the contributions of community based HL/CL education programs to the promotion of language diversity in the United States. The authors begin by defining HL/CL and framing the boundaries of HL/CL education as distinct from language instruction programs offered in U.S. schools, where the attention has been primarily on English acquisition. Then, they review the history of HL/CL education in the United States, focusing on how educational language policy and politics have influenced the instructional models as well as the learning outcomes of HL/CL education. Next, the authors offer a synthesis of the challenges and needs faced by community-based HL/CL programs. Following this synthesis, they present contrastive examples of the different approaches to HL/CL education taken by two different communities, the Korean American and the Cambodian (Khmer) American. The authors conclude by arguing for a rediscovery of community-based HL/CL programs as an alternative but legitimate educational space, where critical discourses about and practices supportive of multilingualism and multiculturalism can flourish.

This interdisciplinary study explores the intersection of economic equality, bilingual discussion, and early literacy instruction by examining Korean kindergarteners’ discussions about poverty and wealth during read-alouds. As part of a larger qualitative study, the current study was conducted in a kindergarten classroom at the Korean Language School, in the midwest of the United States. The study focused on Korean–English bilingual children’s read-alouds of picture books that dealt with poverty and wealth issues. The data were collected across four months through multiple sources, including audio/video recordings, open-ended interviews, children’s artifacts, and observational field notes. The findings suggest that bilingual discussions about children’s books on poverty and human equality in early-childhood classrooms are a medium to help children develop critical perspectives about poverty, wealth, and economic equality from an early age.

Using visuals is a well-known strategy to teach emergent bilinguals (EBs). This study examined how preservice teachers (PSTs) implemented visuals to help EBs understand mathematical problems and how an innovative intervention cultivated PSTs' capability of using visuals for EBs. Four middle school mathematics PSTs were engaged in a field experience with EBs to work on mathematical problems; during the field experience, the PSTs received interventions. In one intervention session, the PSTs were asked to make sense of a word problem written in an unknown language with different visuals. After this intervention, they changed their use of visuals when modifying tasks for EBs. The results suggest that immersive experiences where PSTs can experience learning from the perspective of EBs helps PSTs implement mathematically meaningful visuals in a way that makes mathematical problems accessible to EBs.

Gabb (2000) points out that a second-language learner's (SLL's) major reading comprehension problems involve a limited vocabulary and a lack of cultural background knowledge. Unlike most SLLs who study English to assimilate into the mainstream culture, Korean heritage language learners (KHLLs) learn Korean to preserve their language and culture. This study was conducted to determine 1) how prior knowledge impacts reading comprehension among KHLLs and 2) how the use of prior knowledge impacts overall vocabulary development among KHLLs. This study employed the exploratory single case study. Participants included a teacher and thirteen KHLLs. The researcher utilized a variety of data collection procedures: background questionnaires, focus-group interviews, classroom observation, and a post-observation interview with the teacher. The themes of dominant language, culturally relevant teaching materials, and cultural identity were identified for research question one. The themes of supplementary materials and pre-teaching vocabulary were identified for research question two. The study found that accessing prior knowledge greatly increases reading comprehension of SLLs in general and KHLLs in this specific study. One implication of this study is the beneficial use of culturally relevant materials such as folktales to relate to students' background knowledge. Another implication is the use of multi-media to demonstrate the cultural background and illustrate the vocabulary in the story. Recommendations for administrators and teachers of Korean heritage language programs include training teachers in effective second language teaching methods and strategies, including the use of folktales and multi-media technology; developing culturally relevant teaching materials for KHLLs; and designing curricula with explicit links between new concepts and the KHLLs' previous experiences. Finally, further research is needed to study the impact of culturally relevant teaching materials, especially multi-media and other new technologies on heritage language learners.

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Authors of previous studies have shown that men tend to be more romantic than women and that men and women differ in the qualities they value in potential marriage partners. That research has tended to focus on Americans. In this study the hypotheses that men are more romantic than women and that men and women differ in the qualities they value in potential marriage partners were tested with Korean college students as subjects. The results suggest that men are more romantic than women and that women and men differ in their mate selection criteria. A subset of that sample was used to determine the extent to which parental involvement in marriage decisions is considered legitimate. A secondary purpose of the study was to explore the impact of certain linguistic and cultural variables, particularly those involving major life decisions (such as marriage), on the interpretation of such results.