The Use and Role of Pop Culture in Heritage Language Learning: A Study of Advanced Learners of Korean

Jayoung L. Choi · Youngjoo Yi

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Multilingual Education and Policy EFL/ESL Teaching and Learning Literacy, Media, and Education

Abstract

Abstract Despite the important use of pop culture in many instructional settings, its use in the heritage language (HL) classroom remains largely unexplored. Thus, this article reports findings from classroom‐based qualitative research that examined the use and role of pop culture in advanced Korean HL learners’ literacy engagement and identity construction. Data analyses of the learners’ reading presentations and writing projects revealed that they extensively drew upon the heritage media and pop culture for their in‐class literacy practices. Pop culture served as a contact point for their literacy practice, helped reexamine or strengthen their ethnic identity from a global perspective, and provided a window to discuss social issues and explore them. Findings suggest pedagogical implications for using pop culture in HL and foreign language classrooms.

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References

1997Qualitative Research for Education: An Introduction to Theory and Methods 2003What video games have to teach us about learning and literacy 1987Literacy in Theory and Practice 2004Media Literacy and the Challenge of New Information and Communication Technologies 2007A new literacies sampler 2003Heritage Languages in America: Preserving a National Resource 1995Adolescents' uses of media for self-socialization 2000L2 Literacy and the Design of the Self: A Case Study of a Teenager Writing on the Internet

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2012Epilogue: Exploring L2 writing–SLA interfaces 2015Ethnic Identity and Second Language Learning 2017Heritage language proficiency in relation to attitudes, motivation, and age at immigration: a case of Korean-Australians 2017Culture and Instruction in the Spanish Heritage Language Classroom 2018Raising Children as Multilinguals in the U.S. Context: Perspectives from a Parent and Educator 2018

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