Designing Multiliteracies Tasks for Heritage Learners of Korean

Designing Multiliteracies Tasks for Heritage Learners of Korean
Authors: Ji-Young Jung & Eunice Chung
Affiliation: East Asian Languages and Cultures Department

Summary:
The objective of this project is to develop multimodal materials and tasks for heritage learners of Korean within the framework of multiliteracies. Heritage learners’ linguistic and cultural abilities differ from non-heritage learners. Most heritage learners come to class with prior exposure to the target language and culture. As a result, they often exhibit higher proficiency in aural/oral skills compared to their literacy skills.

Of significant note, the motivations of heritage learners differ greatly from non-heritage learners. Research in the field of heritage language learning has consistently shown that the motivations and learning experiences of heritage learners are deeply intertwined with identity issues (e.g., He, 2006; 2010). A majority of our heritage Korean students at Columbia not only pursue Korean studies to enhance communication with their families but also to delve deeper and connect with their heritage by enriching their knowledge of the Korean language and culture.

In this backdrop, utilizing a multiliteracies approach proves to be especially beneficial in catering to the diverse needs and motivations of heritage learners. Multiliteracies encompass a wide range of multimodal materials, aiding learners in comprehending how media influences and alters their perceptions, alongside fundamental linguistic conversations.

With the aid of meticulously curated materials and scaffolded activities, our aim is to immerse students in the analysis, evaluation, and application of the multimodal texts they encounter, all through a discerning perspective. Motivating learners to interpret and create meanings through a critical viewpoint will enable us to sidestep predominant cultural norms and customs, which often get unconsciously embedded in heritage language education.