The Korean Language in America: The Role of Cultural Identity in Heritage Language Learning

Abstract

The paper examines the role of cultural identity and heritage language maintenance among the lives of 40 second-generation Korean-American university students in the United States. The study focuses on three questions: (1) what is the level of heritage language proficiency and language use among second generation Korean-American youths?; (2) which culture(s) do these youths identify themselves with, Korean or American, and to what extent?; and (3) is there a relationship between cultural identity and heritage language proficiency? Qualitative and quantitative analyses of the questionnaire data showed that most second-generation Korean-Americans achieve some level of Korean proficiency, but they overwhelmingly agree that it is not enough. They acknowledge the importance of knowing their heritage language, but feel that the existing language courses in the community-based language schools are not meeting their needs. The informants stated that the absence of societal recognition of the importance in maintaining their heritage language was the most significant factor in their lack of motivation to maintain their heritage language. However, they appear to have formed a unique bicultural identity composed of characteristics from both Korean and American cultures. A regression analysis showed that heritage language proficiency was related to strength of bicultural identification.