Abstract
ABSTRACT This paper examines the power dynamics resulting from the implementation of resource sharing practices in the university Korean language classroom. By collecting data primarily from semi-structured interviews, my paper shows ways in which nonheritage learners are marginalized while working with heritage learners, and how different groups of non-heritage learners negotiate their identities and positions. Pedagogical implications call on educators to be aware of unhealthy power dynamics that may arise from common teaching practices in the Korean language classroom, and to be sensitive to the ways in which teaching methods can be modified to empower non-heritage learners.
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