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A Heritage Language Learner’S Literacy Practices In A Korean Language Course In A U.S. University: From A Multiliteracies Perspective, Jayoung Choi

Middle and Secondary Education Faculty Publications

Drawing on multiliteracies, the author examines how a multiliteracies curriculum in a 3rdyear Korean heritage language (HL) class at a southeastern U.S. university contributed to the development of a student’s HL literacy skills. Print-based and multimodal responses (i.e., a digital animation movie) to the readings of students’ choices and language logs were aligned with the four components of a multiliteracies pedagogy (i.e., situated practice, overt instruction, critical framing, and transformative practice). The qualitative data analysis suggests that a multiliteracies curriculum helped an HL learner develop motivation to read in Korean, adopt an agentive take on Korean language learning, and form …