role of heritage language in social interactions and relationships: Reflections from a language minority group, The

Bilingual Research Journal, Fall 2000 by Cho, Grace

Abstract

This article examines the experiences of one language minority group in regard to the effects of their home or "heritage" language (HL) competence. The results indicated that competence with one's HL has an effect on social interactions, relationships with HL speakers of their ethnic minority group, and the individuals themselves. Having developed one's HL, in addition to English, has a number of sociocultural advantages, as well as personal and societal benefits. Those who have developed their HL have a strong ethnic identity, are strongly connected to their ethnic group, and have greater understanding and knowledge of cultural values, ethics, and manners; this further enhances their interactions with HL speakers. Moreover, HL development is shown to provide a personal gain, eventually contributing positively to the betterment of the society. The results are discussed here, and implications are presented for heritage language education.

A heritage language (HL) is the language associated with one's cultural background. Studies have long recognized that maintaining one's HL, in addition to English proficiency, is beneficial. More specifically, developing the HL of ethnic minorities, in addition to English, has been shown to have cognitive, social, and cultural benefits (Garcia, 1985; Hakuta & Diaz, 1985; Krashen, 1998; Peal & Lambert, 1962).

Research has shown that HL development can be an important part of identity formation and can help one retain a strong sense of identity to one's own ethnic group (Cho, Cho, & Tse, 1997; Feuerverger, 1991; Tse, 1996). Developing one's HL, in addition to English, has a number of sociocultural advantages, as well as personal and societal benefits. Those who have developed their HL have greater understanding and knowledge of cultural values, ethics, and manners; this further enhances their interactions with HL speakers. Moreover, HL development has been shown to contribute positively to the betterment of the society.

Despite these benefits, there are consistent findings that show that HLs are typically not maintained and are rarely developed among ethnic minority group members. As evidence of the fact that HL development is difficult to maintain, many studies show that language shift to the dominant language of the country is powerful and rapid. Fishman (1991) has documented the steady move to the dominant language across a number of language communities, and Wong Fillmore (1991) has documented language shift to English in the United States. In general, language minority individuals are shifting to the dominant language and, at the same time, losing their HL with remarkable speed. The transition is generally completed within a few generations (Krashen, 1996; Veltman, 1983). The shift to the dominant language is also noted in research on Korean Americans.

Korean Americans are one of the most rapidly growing ethnic groups in the United States. According to U.S. Census data in 1990, the estimated population of Americans of Korean ancestry was approximately 790,000, of which 142,000 were born in the United States and 654,000 were immigrants. In California alone, the Korean population is 251,981, which represents an increase of 153% since 1980 (Hing & Lee, 1996). In addition, Korean immigration has increased rapidly, from 271,956 in 1980 to 338,800 in 1990, representing an increase of 24.6%, and it is expected to continue to grow.

Korean American adults have been actively involved in the maintenance and development of their HL. This involvement stems from a concern for passing on to future generations the essence of Korean cultural heritage. Kim, Sawdey, and Meihoefer's (1980) research shows that Korean parents have a strong desire for their children to retain Korean cultural traits while, at the same time, adopting American cultural traits. As such, Korean parents have established ethnic schools, ethnic associations, newspapers, and professional organizations to promote culture and language (Geer, 1981). In addition, Korean immigrants in America, being predominantly latecomers, are largely a Korean-speaking group and the language spoken at home is Korean (Kim, Lee, & Kim, 1981). Kim et al. (1981) reported that 99% of the Koreans living in Los Angeles' Koreatown, New York, and San Francisco use Korean as their primary language.

Despite the above mentioned factors that help retard or prevent English from replacing the HL, a language shift to the dominant language is evident in Korean immigrant families (Cho & Krashen, 1998; Kim et al., 1981). A statistical analysis of 1990 U.S. Census data supports the fact that language shift in the second generation of Korean Americans is high (Hing & Lee, 1996).

Language shift to the dominant language is evident, yet the HL still plays an intricate role in the lives of Korean Americans. Research has shown that the first-generation adults tend to maintain and preserve their language and ethnic culture, while the second generation consciously succeeds in a partial assimilation into the dominant culture. However, since Korean Americans, due to racial differences, cannot be completely assimilated into American society like European immigrants, they come back to search for the language of their parents as well as their lost identity (Kim et al., 1980).