Minority Youth's Mastery of Academic Vocabulary and Its Implications for Their Educational Achievements: The Case of "Multicultural Adolescents" in South Korea

Autor/in	Shin, Jaran
Titel	Minority Youth's Mastery of Academic Vocabulary and Its Implications for Their Educational Achievements: The Case of "Multicultural Adolescents" in South Korea
Quelle	In: Multicultural Education Review, 10 (2018) 1, S.35-51 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Jaran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2018.1423539
Schlagwörter	Academic Discourse; Korean; Language Proficiency; Academic Achievement; Educational Environment; Family Environment; Student Records; Foreign Countries; Validity; Speech Impairments; Language Tests; Ethnography; Case Studies; Mastery Learning; Communication Skills; Cultural Background; Middle School Students; Mothers; Parent Child Relationship; Second Language Learning; Correlation; Interviews; Native Language; Vietnamese; Tagalog; South Korea + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Koreanisch; Language skill; Language skills; Sprachkompetenz; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Schülerakte; Ausland; Gültigkeit; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Language test; Sprachtest; Ethnografie; Case study; Fallstudie; Case Study; Kommunikationsstil; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Zweitsprachenerwerb; Korrelation; Interviewing; Interviewtechnik; Korea; Republik
Abstract	As a way to examine the validity of deficit perspectives on multicultural children in South Korea--namely, children of mixed parentage who are said to suffer from speech problems and school failure, this study examined their everyday and academic Korean proficiency and its association with their educational achievements. The primary data sources for this study included fieldnotes produced over 11 months of fieldwork at three focal students' homes and schools, their academic records and their academic vocabulary test results. Adopting an ethnography of an embedded case studies method, this paper employed inductive thematic analysis. This study revealed that multicultural children did not exhibit any difficulty in communicating with others in everyday Korean but that they had varying degrees of academic vocabulary mastery. This study further confirmed the tight relationship between academic vocabulary knowledge and school success. In addition to the discussion of conditions that could widen the gaps in academic vocabulary repertoire among children, this paper called for more explicit academic vocabulary instruction for children in need, regardless of their multicultural background. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01