Evidentiality and morality in a Korean heritage language school

Korean immigrant churches are not only a place of worship, but a central place that provides cultural and social services as well. With Korean language education not widely available in US public schools, many Korean immigrant churches operate heritage language schools. This paper examines the experiences of biracial Korean American university students at Korean immigrant churches and church-based Korean heritage language schools; their experiences learning Korean before entering and during university; and how those experiences relate to their identities. Most participants perceived Korean immigrant churches as highly racialized and exclusive, and reported church-based Korean heritage language schools to lack resources, effective curricula, and cultural inclusion. The findings also show that the university setting was a space where participants felt safe to explore their Korean identities and learn the Korean language.

This study aims to develop the program named `the certification progress for the teachers at Korean Language School`, which is prepared to improve the professionalism of the teachers working at Korean Language Schools. The number of the Korean Language Schools, the teachers and the learners becomes more and more every year. Most of all, the learners gets more various including children, teenagers and adults. Due to this, it seems to require more advanced professionalism which reflects the universality as a teacher and the specialty as a Korean Language School. This paper aims to develop the online training used for the teachers at Korean Language Schools, and contains the following sections. In chapter 2, we will try to find the implications to the online training progresses formed both abroad and Korea after reviewing the training status of Korean Language teachers. In chapter 3, we conducted a demand survey to the teachers at Korean Language Schools in order to satisfy the learners as soon as possible after understanding their situation. Based on this, in chapter 4 we will develop the certification progress program which reflects the specialty as a Korean Language School and the universality as a Korean teacher. And here, the considered factors are teachers, contents and environments. As a result in chapter 5, the certification progress for the teachers at Korean Language Schools will be specified by section1 and section2 according to teachers, and educated contents. (Seoul National University, Sungkyunkwan University, Seoul National University)

The purpose of the study is to investigate the dropout and re-enrolment rates of Korean language learners in Russia and to conduct analyses to develop strategies to reduce dropout and increase re-enrolment. This study investigates the peculiarities of Korean language learning for general education purposes in Russia, dropout and re-enrolment rates in order to increase learner-centredness and resilience to learning. The study found that the percentage of students who completed Korean in one semester was 36 % in Korean language school and 31 % in general education schools. The re-entry rate for the next term was 34 % in Korean language schools and 33 % in mainstream schools. In order to reduce the dropout rate, it is necessary to ensure learner-centredness, enhance continuity of learning by finding incentives to increase the duration of learning, and provide more effective Korean language instruction due to the spread of Hallyu. Accordingly, the needs of Korean language learners need to be studied and addressed. It is necessary to continuously research and develop curricula and materials that meet the needs of learners in a particular region and teachers, and actively use quality Hallyu content to meet learners’ needs and maintain their interest in Korean language learning.

The purpose of this study was to conduct a qualitative study to find out the factors that led international students to choose beauty majors in Korea and their experiences in college life. The results showed that the major factors that led international students to choose beauty majors in Korea were the global status of the Korean beauty industry, the influence of the K-beauty trend, the practice-oriented education system, the spread of information through SNS, and the beauty of the Korean language. In particular, curiosity and admiration for Korean beauty culture through K-pop and K-dramas played an important role in strengthening the motivation to study abroad. The Korean language study path before studying abroad was You-Tube, online Korean language classes, Korean language schools and acquaintances, and Korean language schools. Although there were more parents who opposed studying abroad than those who supported it, students came to study abroad due to persuasion and will. Meanwhile, the college life experiences of international students were mixed with positive and negative aspects. While the satisfaction level for practice-oriented major classes was high, there were also cases of difficulties such as lack of understanding of theoretical subjects due to the language barrier, loneliness due to differences in communication methods among students, and cultural differences. The conclusion showed that development will be necessary in various areas, including the development of a glossary of beauty major terms for international students, language support programs to improve Korean language skills, a mentoring system, networking, expanded internship opportunities, and career guidance.

Objectives The purpose was to explore the changes experienced by parents and young children residing overseas through examining the execution process of Korean language education with a focus on smartphone app uti-lization and fostering home-school connections.
 Methods Following Elliot's (1991) action research model, a 15-week Korean language education program was conducted for ten preschoolers and their parents at a Korean school in City B, State A, USA. Data were collected through observations of children's behavior and language during class, parent-child interactions, teacher-parent conferences, peer teacher workshops, and Korean language proficiency assessments.
 Results In the first implementation, ‘Korean language education centered daily routines for young children’ and ‘home-school linked education encouraging parental participation through smartphone apps’ were conducted. The second implementation focused on ‘one-on-one support-based Korean language instruction’ and ‘intensive home-school linked education using portfolios’. Through these processes, the children progressed from ‘increased interest in Korean’ to ‘formation of confidence and improvement in Korean language ability’, while parents devel-oped ‘trust in Korean language schools’ and eventually ‘experienced the benefits of active participation in Korean language education’.
 Conclusions Korean language education for overseas-residing young children can facilitate emotional develop-ment, including improved self-confidence and self-identity formation, not only enhancing Korean language profi-ciency but also when communication and participation frequency with parents through home-school collabo-rations are increased.

미국의 많은 학교들이 교실 내에서 영어만을 사용하는 English-only 규칙을 정하면서, 다양한 문화와 언어를 가진 영어학습자들이 정규 학교 시스템 내에서 이중 언어와 리터러시(literacy)를 동시에 발달하는데 많은 어려움을 겪고 있다. 이러한 교육상황에서 미국 각 지역을 기반으로 만들어진 한글학교는 교포 및 이민자 자녀들의 모국어 유지 및 발달과 더불어 이중 언어 발달에 긍정적으로 역할을 하고 있다고 보고된다. 본 논문은 미국 남부의 한글학교 한곳을 배경으로 하여 한글학교에서 제공하는 한국어 수업이 영어학습자들의 모국어 유지 그리고 이중 언어 발달에 어떠한 영향을 주는지 연구하였다. 연구의 데이터는 두명의 선생님 교실을 3개월간 수업관찰하고 학생들의 쓰기자료를 수집하여 구성되었다. ‘Cummins(2001)’의 최적의 영어 학습 3가지 조건을 이론적 배경으로 하여, 한글학교 교사들의 교수법이 어떻게 영어학습자의 모국어와 이중 언어 발달에 영향을 주는지 분석하였다. 연구의 결과는 코드 스위칭을 이용한 교수법이 영어학습자의 이중 언어발달에 가장 효과적이라고 보고되었다. 이 논문은 한글학교 선생님들이 다양한 교수법으로 영어학습자의 모국어 유지와 이중 언어발달에 도움을 줄 수 있다고 제안하였다.This paper explored a Korean heritage language school in the southern part of the US to understand how teachers promoted Korean ELLs’ bilingualism and biliteracy development. The data consisted of researcher’s classroom observations and Korean ELLs’ written artifacts from the heritage language school. Based on Cummins (2001) optimal learning and instruction in bilingual and biliteracy settings, this paper analyzed the Korean heritage language school teachers instructional practices focusing on three frameworks: a) the focus on meaning, b) the focus on language, and c) the focus on use. The study findings indicated that the teachers implemented the code-switching strategy in order to promote Korean ELLs’ bilingualism and biliteracy development in the classrooms. This paper provides suggestions and implications on how Korean heritage language school promotes Korean ELLs’ heritage language development in the US.

The present study explores the use of evidential markers in English conversation. It seeks to provide evidence that evidential marking in English conversation indexes social meanings and, hence, is sensitive to the relationship between speaker and recipients) and/in a particular context of utterance; and it seeks to demonstrate that it is the social meanings of authority, responsibility, and entitlement that are indexed by evidential marking in English conversation.

This corpus-based study investigates revelative evidential marking in English dream reports, specifically focusing on the word dream. Analyzing a corpus of 60,155 dream reports, the research identifies the expressions in * dream (in the dream, in my dream etc) and of the dream as most frequent revelative evidentials. The frequency of the central revelative marker in the dream reveals a conventional conceptualization of DREAM IS A CONTAINER, aligning with the broader linguistic metaphor of STATES ARE CONTAINERS. Concordance analysis of the second-frequent phrase of the dream illustrates that narrators tend to use the marker for navigation and coherent narrativization of the dream experiences, conceptualizing the experience as DREAM IS A STORY or DREAM IS A SPACE. Identified with the help of cluster analysis, the trends in dream experience narrativization also emphasize navigation and coherence. The study argues for pragmatic and cognitive implications of evidential marking, which is accounted for by juxtaposing dream content with real-world knowledge via the use of evidential markers in dream reports. It has been found that evidential marking serves to maintain a coherent construal and retain the epistemic control over the conceptualization of the narrated experience. The findings contribute to the expounding revelative evidential labelling, specifically, as well as of the broader semantic evidential system of the English language, advancing the scholarship on linguistic expressions of subjective states and narrativization of subjective experience.

This study is grounded in the examination of parents' attitudes toward Korean language learning as a foundational element in the development of Korean language proficiency among students in Korean language schools in America. In this research, parents' attitudes regarding the acquisition of heritage language were categorized into five main dimensions: motivation for learning Korean, variables affecting Korean language acquisition, pedagogical theories in Korean language education, difficulties encountered during Korean language learning, and the learning environment for Korean language acquisition. The analysis results revealed that the expert group assigned importance and priority rankings to the evaluation categories as follows: motivation for learning Korean, pedagogical theories in Korean language education, variables affecting Korean language acquisition, the learning environment for Korean language acquisition, and challenges encountered during Korean language learning. Conversely, the parent group indicated the relative importance of motivation for learning Korean, variables affecting Korean language acquisition, the learning environment for Korean language acquisition, pedagogical theories in Korean language education, and challenges encountered during Korean language learning. To further explore differences between the expert group and the parent group, a non-parametric test, the Mann-Whitney U test, was conducted. The results demonstrated a statistically significant difference (p<0.5) in the relative importance of "variables affecting Korean language acquisition" within the evaluation category. Furthermore, statistically significant differences were identified in two internal motivation indicators, one external motivation indicator, and two communication strategy indicators, which were not statistically significant within the overall evaluation category.

This study examines stakeholders’ perspectives on Korean and Chinese heritage language and community language (HL-CL) schools and education in the Phoenix Metropolitan Area, Arizona. It investigates and compares the roles, major challenges, and future prospects of Korean and Chinese HL-CL schools as viewed by principals, teachers, and parents. To conduct the comparative study, surveys were administered among Korean and Chinese teachers and parents from five Korean and five Chinese HL-CL schools in the Phoenix area. In an effort to strengthen the study’s validity, we also chose two Korean and two Chinese community schools to conduct in-depth interviews with school administrators, teachers, and parents. The findings of this study show that both Korean and Chinese stakeholders viewed the HL-CL schools and their education as very important not only for maintaining children’s HL-CL, but also to help them build a positive sense of cultural and ethnic identity. The findings also demonstrate that the schools face challenges of a high teacher turnover rate, teacher shortage, and lack of parental support. Despite the challenges, both ethnic groups’ stakeholders expressed strongly optimistic views on the future prospects of their HL-CL schools. This study is significant because few previous studies extensively compared HL-CL schools in the two ethnic groups’ community schools. The study also deepens the understanding of the stakeholders’ perspectives of HL-CL schools and their education in the two communities.

This study examines what a Korean heritage language school means to Korean immigrant families and their children, considering Korean immigrant mothers’ perspectives on American early schooling. As part of an ethnographic research project on Korean-American children’s peer culture in a heritage school, seven mothers, two guardians (grandmothers), and their young children were observed and interviewed during one academic year. The analysis showed that the heritage language school functions as a social and emotional support system, a buffer for reducing the detachment from parents, and a safety net for the Korean-American children’s challenging lives. The Korean immigrant mothers also showed that they felt burdened by different cultural views of their children’s behaviors, and described how their children were often considered problematic. The social and culture barriers caused by their immigrant status profoundly influenced their reasons for sending their children to a Korean heritage language school. This study suggests that teachers’ deep understanding of culturally different perspectives on children’s behaviors, along with systematic social and emotional support, can help these children attain psychological well-being.

In the eyes of adults, conflicts between children are often treated as problematic social interactions that should be prevented. This study describes how young Korean–American children’s conflict negotiation was a central part of their peer culture at a Korean heritage language school in the United States. Eleven young Korean–American children attending a Korean heritage language school, their guardians (mothers and grandmothers), two pre-kindergarten classroom teachers, and two school staff members at a Korean heritage language school were recruited as participants. Data were collected through participant observation, formal and informal interviews, and artifact collection during an academic year. The analysis showed that the heritage language school highly valued the traditional Korean culture in many different ways, and that the ways in which the young Korean–American children negotiated conflicts reflected the ideal of group harmony that is highly valued in the Korean cultural community. This study concludes with implications for early childhood educators working with young children from different cultural backgrounds.

EVIDENTIALITY AND EPISTEMIC MODALITY IN CATHOLIC SERMONS IN PORTUGUESE
 Epistemic modality indicates the degree of certainty or doubt speakers have for the proposition expressed by their utterance. Evidentiality, on the other hand, is the indication of evidence for a statement in question. Given the eminently persuasive character of homiletic discourse, it features a high degree of epistemicity and frequently makes use of evidential markers. The preacher emphasizes his high degree of certainty about the content of what he says and, in order to gain credibility, he supports his reasons citing the Bible or other sources deemed reliable. This paper aims to analyze the markers of epistemic modality and evidentiality in Catholic sermons in Portuguese. Moreover, it intends to define the limit between different kinds of evidence. In order to carry out this analysis, fifteen homilies pronounced in the Sanctuary of Our Lady of Fátima have been examined.

This study explores the use of evidential markers in Russian research articles (RAs). It seeks to provide evidence that evidential markers index discursive activity and emerge in scientific texts due to discursive reasons. These discursive reasons are beyond the traditionally outlined reasons for scientific texts, such as the necessity to refer to the authority or predecessors and to quote them. We try to demonstrate why and when expressions signaling the source of information (generally called evidential constructions) immerge in the texts of research papers. The immergence of evidentials in RAs in Russian is attributed to the text units that we call “evidential text units.” These units are found to be regular for the pragmatic and content structure of research papers and are discourse specific because they reflect the author’s activity in text. The list of evidential text units is provided, and their basic features are described. Considering that the features of scientific discourse are universal, these findings may apply to any modern language used for scientific/academic purposes.

Using conversation data from the British National Corpus, this paper investigates the role played by relational functions in the use of evidentiality in interaction, and how such functions interact with the ‘core’ function of evidentiality: to signal access to a source of evidence for or against a proposition. Further, this study looks into the themes authority, cooperation, and negotiation, which have been discussed in previous studies of evidentiality in interaction, and at how these themes manifest and, crucially, intersect with one another in the use of evidential markers. The qualitative analysis of the data finds relational functions to be a highly salient effect of evidential marking in conversation; while evidential markers appear to place focus on the informational content of a proposition, the effect achieved by their presence in the data of this study is found to be allowing the speaker to negotiate and manifest authority in a cooperative manner.