• Cross-Cultural Studies
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• v.32
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• pp.167-179
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• 2013

This paper focuses on a sociologic approach, the theory of planned behavior (Ajzen 1991) and a sociolinguistic field, the language shift (Fishman 1991, Crystal 2000). It describes the theoretical background of language shift and briefly mentions the history of Hungarian language and Romanian language contacts. After presenting language use of the Hungarian minority students and explaining the theory of planned behavior, it turns to apply the theory of planned behavior to the language shift from the view of bilingual speaker(s). This paper wants to propose the application of the theory of planned behavior in language shift and open new perspective in bilingual research.

• Clinical and Experimental Pediatrics
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• v.52 no.4
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• pp.417-421
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• 2009

The number of international marriages in South Korea has drastically increased since the year 2000, and among these, the proportion of couples with a Korean husband and foreign wife accounts for more than 70%. At the same time, the number of children resulting from an international marriage has also risen dramatically; this tendency is especially evident in preschool children below 6 years of age. This review article shows some of the similarities and differences between children from international marriages and those from non-international households with respect to their growth, development and language skills.

• Child Studies in Asia-Pacific Contexts
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• v.6 no.1
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• pp.17-29
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• 2016

To help define future research direction and enhance educational service for children from Asian and Latino immigrant backgrounds, this review examines research investigating social competence with reference to host and heritage language skills. A targeted search obtained 14 peer-reviewed studies published from 1994 to 2014 focusing on children aged from birth to 12 years. Social competence is mainly measured by four dimensions: externalizing behaviours, internalizing behaviours, social skills and relationships with others. The evidence suggests that English proficiency levels are positively associated with social skills and parent-child relationships are of higher quality when parent-child heritage language difference is minimal. However the findings are mixed regarding how English levels are associated with externalizing, internalizing behaviours and relationships with others and how heritage language levels are associated with social competence. This review makes a set of recommendations for future research including assessment of participants' language proficiency with language tests and examination of emotional factors in the relationship between English and social competence. The implications of the findings are also discussed for educators.

• Korean Journal of Child Studies
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• v.24 no.6
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• pp.1-14
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• 2003

In contrast with Zelazo and Frye (1997) who argued that preschool children lack the conscious representation and executive functioning needed to solve problems based on conflicting rules, Bilaystok (1999) identified analysis(representation) and control(selective attention) as components of language processing and has shown that control develops earlier in bilingual than in monolingual children. This study investigated the effects of bilingualism on children's cognitive ability and language development by comparing Korean- Chinese bilingual with Chinese monolingual children in Yanji. Sixty children 3 to 5 years of age in each of the bilingual and the monolingual groups in Yanji, China participated in ths study. Results showed that bilingual were more advanced than monolingual children in solving problems requiring a high level of control, confirming Bialystok's(1999) results.

• Speech Sciences
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• v.13 no.2
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• pp.35-46
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• 2006

This study investigated whether there are differences between Korean-English bilingual and Korean monolingual children on phonological awareness skills. Participants were 11 Korean-English bilingual children and 12 Korean monolingual children. The children's ages ranged between 6 and 7 years. The results were as follows. First, the bilingual children significantly outperformed monolingual children on overall phonological awareness tasks. The bilinguals performed significantly higher than monolinguals on all three types of phonological awareness tasks (segmentation, deletion, and blending). Second, there was a significant difference between the groups with respect to phonological units of the tasks. The bilinguals performed significantly better than monolinguals on the phonemic unit tasks, but two groups did not differ significantly on syllabic unit tasks. There was an interaction effect between unit size(syllables and phonemes) and group (bilinguals and monolinguals). Third, there were correlations for both bilingual and monolingual children between overall phonological awareness skills and word recognition skills.

• Child Studies in Asia-Pacific Contexts
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• v.3 no.1
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• pp.69-80
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• 2013

The present study examined balanced bilingual children's cognitive and affective perspective-taking and compared them to that of monolingual children. A total of 133 children aged 4 to 5 years and consisting of 73 Korean-English bilinguals and 60 Korean monolinguals were tested with cognitive perspective-taking and affective perspective-taking tasks. Balanced bilinguals were screened through general language ability tests in both English and Korean. Participant backgrounds were collected through a parent questionnaire. Results showed significant differences in affective perspective-taking between bilingual and monolingual children, demonstrating that bilingual children outperformed monolingual children. Although there was no difference in cognitive perspective-taking between bilinguals and monolinguals, the result showed that children's cognitive perspective-taking ability develops with age. This study provides basic information about bilingual children's perspective-taking ability and their bilingual advantage.

• Journal of the Korea Convergence Society
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• v.7 no.6
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• pp.185-192
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• 2016

This study tries to address several problems embedded in the training of English teachers for gifted programs. With a critical analysis of current English Education and English teacher training, the researcher points out some possible problems in English Education and English teacher training in South Korea. The researcher also points out possible problems in teaching English for Gifted Children. Based on the given problems, the researcher accordingly suggests available solution to English Education for gifted Children, and also better ways of English teacher training for gifted programs. The researcher suggests bilingual, production-based and convergence-based English education for gifted children and those English teachers for gifted children.

• Child Studies in Asia-Pacific Contexts
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• v.2 no.2
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• pp.91-107
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• 2012

This study aimed to understand communicative and socialization practices of immigrant bilingual families in everyday learning situations by examining interactions between parents and children in the United States. Drawn on language socialization theory and socio-cultural factors influencing immigrants, this study explored how three Korean American mothers struggled as they helped their children with homework by interviewing the mothers and observing mother-child interaction during homework time. The study paid attention to the emotional values of immigrant parents that they tried to teach their children who are members in two distinctive communities, such as Korean American and mainstream American. The findings showed that parental socialization practices had effects on children's emotional and social competence and at the same time the socialization process was bidirectional. Mothers started with Korean values, but they faced challenges with the English language, different demands for American homework, and children's rejection of their attempts. Mothers needed to change their strategy and borrow American ways of keeping emotional distance from their children by acknowledging their independence. Their struggles are discussed with attention to their language choice and culture.

• Korean Journal of English Language and Linguistics
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• v.3 no.1
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• pp.15-36
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• 2003

This paper investigates the patterns of language choice among bilingual Korean students in New Zealand and presents the findings by the individual variables which influence their language behaviour. Respondent variables such as gender, present age, age at migration, region, and duration of residence were adopted as frames of analyses as they were thought to bring us macro-sociolinguistic features of language behaviour in a broad sense. A total of 177 primary to tertiary students from three regions of New Zealand (Auckland, Wellington, and Christchurch) were surveyed to find out characteristics of their language choice patterns with diverse interlocutors in a wide range of contexts. It was found that the younger AAM (age at migration) group showed a greater shift towards English. In addition, the longer the respondents had resided in New Zealand the more they used English. The results also revealed that females generally used less English and were more flexible choosing either Korean or English according to the situation. The younger respondents were using more English in some exceptional contexts where tertiary students were ahead of secondary students. Respondents from Wellington, on the whole, shifted towards English more than others from Auckland, and Christchurch. From these findings some implications are suggested for Korean students, teachers, researchers, and the government not only in New Zealand but also in Korea.

• Speech Sciences
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• v.8 no.1
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• pp.123-133
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• 2001

This case study investigated the assessment and treatment of bilingual children using a 4.5 year old bilingual child. We also compared treatment methods for bilingual children in the U.S. and in Korea, respectively. Given the lack of unbiased assessment tools, it was difficult to evaluate the child properly. In addition, the study of the linguistic characteristics of bilingual children have not been researched extensively in Korea. As a result, there were limitations in assessing the child. However, once all requisite information had been gathered, he was assessed as a bilingual child with specific language impairment (SLI) and his skill in both languages was considered equivalent. During treatment sessions, the child exhibited diverse linguistic characteristics and interesting error patterns which were not evident in monolingual SLI. However, it was difficult to assess whether the error patterns exhibited by the subject were attributable to his own bilingual characteristics or not. This was further complicated by the lack of previous research on the bilingual child's linguistic characteristics. His progress differed from one area to another. Furthermore, we illustrated some of the limitations in assessing bilingual children and proposed several considerations that should be met before treatment is initiated.