Alteration of the Linguistic Educational System for Korean Immigrant Students in the United States
Advisor(s)
Dr. Devon Madon; Illinois Mathematics and Science Academy
Discipline
Behavioral and Social Sciences
Start Date
21-4-2021 10:45 AM
End Date
21-4-2021 11:05 AM
Abstract
Korean immigrant students frequently face a prejudiced education system, as they are learning English. Many pedagogical researchers claim that non-native accents are understood as less accurate, and their stigmatized dialects are often misunderstood, misheard, and mistranscribed. When students transition into their new school, classmates, teachers, and a new language, they may face a segregated and un-equitable education system that lacks the essential resources such as ESL classes, family liaisons, or social support. If they are exposed to negative feedback or judgments from their teachers and American-born peers, they may easily absorb a deficit mindset that leads to an ignorance of their potential academic abilities. Furthermore, students often feel that they must give up their native languages and cultures to adapt to their new cultural environment.
This project will analyze and propose pedagogical changes in the teaching of English for Korean immigrant students. My project encourages educational leaders to support immigrant students by the teaching of English beyond an extension of verbal communications. Rather than forcing adaptation of English and Westernization, opening the equal value of speech is essential in all of its forms of empowering self-esteem and cultural values of Korean immigrant students.
For this purpose, this research will be focused on: identities, inclusivity and authenticity, cultural diversity and social equality, and linguistic inclusion through Korean immigrants’ native language. This research aims to enhance self-esteem, cultural values, and multilingualism of Korean immigrant students beyond speech-based prejudice, discriminative class environments, and linguistic assimilation in the global hegemony of English.
Alteration of the Linguistic Educational System for Korean Immigrant Students in the United States
Korean immigrant students frequently face a prejudiced education system, as they are learning English. Many pedagogical researchers claim that non-native accents are understood as less accurate, and their stigmatized dialects are often misunderstood, misheard, and mistranscribed. When students transition into their new school, classmates, teachers, and a new language, they may face a segregated and un-equitable education system that lacks the essential resources such as ESL classes, family liaisons, or social support. If they are exposed to negative feedback or judgments from their teachers and American-born peers, they may easily absorb a deficit mindset that leads to an ignorance of their potential academic abilities. Furthermore, students often feel that they must give up their native languages and cultures to adapt to their new cultural environment.
This project will analyze and propose pedagogical changes in the teaching of English for Korean immigrant students. My project encourages educational leaders to support immigrant students by the teaching of English beyond an extension of verbal communications. Rather than forcing adaptation of English and Westernization, opening the equal value of speech is essential in all of its forms of empowering self-esteem and cultural values of Korean immigrant students.
For this purpose, this research will be focused on: identities, inclusivity and authenticity, cultural diversity and social equality, and linguistic inclusion through Korean immigrants’ native language. This research aims to enhance self-esteem, cultural values, and multilingualism of Korean immigrant students beyond speech-based prejudice, discriminative class environments, and linguistic assimilation in the global hegemony of English.