Case studies of seven Korean-Canadian students' identity and use of heritage language in a Korean heritage Saturday school in Montreal
Bibliographic record
Abstract
In this qualitative inquiry, I explore seven Korean-Canadian youth's perceptions of their identities and lived experiences of learning Korean in a Korean heritage Saturday school in Montreal.I use Bakhtin's dialogic theory of language, Vygotsky's sociocultural theory of development, and Bourdieu's concept of different forms of capital to frame this inquiry.I use a case study methodology to understand the diverse ways that these seven Korean-Canadian youth represent their sociocultural worlds as heritage language learners in a Korean heritage Saturday school.Data includes individual interviews and group conversations with these youth over four months I observed at the Korean heritage Saturday school.Rather than making essentialized generalizations about their behaviors, values, or beliefs, data analysis indicates that although these participants appear to be similar as Korean heritage language learners, they expressed, voiced, and differently represented, negotiated, socially constructed their identities in their social interactions with others within different languages and ideological social environments such as home, school, and Korean heritage Saturday school.Understanding their dynamic identity construction in learning Korean as a heritage language or first language is an important consideration to understand their diverse positionings, values, and beliefs as they negotiate their multiple social worlds.More qualitative inquiries of heritage language learners and their voices are needed to better understand how heritage language learners perceive, negotiate, and construct their identity construction in multiple social spaces and places.v Rsum Dans cette enqute qualitative, j'tudie la perception d'identit et les expriences vcues de sept jeunes corens-canadiens apprenant la langue corenne dans une cole du patrimoine coren du samedi Montral.La thorie dialogique des langues de Bakhtine, la thorie socioculturelle du dveloppement de Vygotsky et le concept des types de capitaux de Bourdieu servent de cadre cette enqute.J'emploie une mthodologie des tudes de cas pour cerner les diverses faons dont ces sept jeunes corens-canadiens reprsentent leur monde socioculturel en tant qu'apprenants d'une langue d'origine dans une cole du patrimoine coren du samedi.Plutt que de fournir des gnralisations strotypes sur leur comportement, leurs valeurs ou leurs croyances, l'analyse des donnes indique que, malgr leur similitude en tant qu'apprenants de langue d'origine corenne, ils diffrent par leur faon d'exprimer, de reprsenter, de ngocier et de construire leur identit sociale lors de leurs interactions dans de diffrentes langues et de diffrents environnements sociaux idologiques tels que la maison, l'cole et l'cole du patrimoine coren du samedi.Comprendre leur faon dynamique de construire leur identit lors de l'apprentissage de la langue d'origine ou maternelle corenne permet de reconnatre leurs divers positionnements, valeurs et croyances lorsqu'ils naviguent entre leurs nombreux mondes sociaux.Des enqutes qualitatives supplmentaires sur les apprenants de langue d'origine sont ncessaires pour mieux comprendre leur faon de percevoir, de ngocier et de construire leur identit dans plusieurs contextes sociaux.vi
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".