Becoming and Belonging: Ethnic Identity Development of Young Children through Language Socialization

Abstract

Abstract This article explores the role of language socialization in ethnic identity development among young U.S.-born Korean American children aged 4 and 5. The study design utilized an ethnographic approach to contextualize children’s overall language socialization at a community-based Korean heritage language school in California. The study examines how these children develop their ethnic identity while collectively learning Korean as a heritage language. Drawing on discourse analysis focused on social practices, the study analyzed classroom conversations between teacher and children, and between children. Findings show that learning Korean as a heritage language at a Korean heritage language school plays an important role in fostering the ethnic identity of young Korean American children. Moreover, they negotiate their ethnic identity as Korean American while using their Korean names and Korean honorifics in social interaction with others in the community. Theoretical perspectives and implications of these results are discussed.