Becoming Literate in One’s Heritage Language: Children’s Situated Ethnic Identities and Their Motivation to Acquire the Discourse of Their Parents
Children of immigrants and sojourners in this country often are enrolled in heritage language schools, Saturday schools in common parlance, to acquire the literate practices of their parents. Our goal was to understand the narratives of eight such children as they constructed their identities and expressed their motivation for participating in the discourse communities they encountered at school, in family, and at Korean language school. We approached these children’s accounts informed by two literatures, the recently burgeoning work on identity and the well-established prolific area of research on achievement motivation.
Kim, J., Kim, T., & Schallert, D. L. (2010). Becoming literate in one’s heritage language: children’s situated ethnic identities and their motivation to acquire the discourse of their parents. In R. T. Jimenez, V. J. Risko, D. W. Rowe, and M. Hundley (Eds.), Fifty-ninth Yearbook of the National Reading Conference (pp. 244-259). Oak Creek, WI: The National Reading Conference.