I: Well let’s talk about, u::m, yo::ur perceptions of yourself a::s, uh, a certain kind of language learner. Do you consider yourself a Domestic Language Learner or a Heritage Language Learner?
L: What was the difference again?
I: Well—
L: Sorry.
I: It’s sort of fuzzy, but Domestic is, uh, somebody, uh, who’s had no, um, background in the language or culture, uh, their first exposure and usually their only exposures comes in the classroom. A Heritage Language Learner is somebody who has had some background, either u::m, in the community or home, u:m, (2), and then comes to class having so—something, but something that’s different from perhaps what they’re gonna learn in the cla—in the course.
L: I would definitely be a domestic learner, I really don’t, did not have any background whatsoever in Korean, I, I could recognize (1) numbers one through ten, but that’s pretty much it, so.
I: So then what do—what, uh, from your perspective have been challenges as a Domestic Language Learner in this classroom?
L: Just getting to know (2) cultural aspects and the differences of an Asian language as opposed to a romance language, um, like stated before, so.
I: What about, um, can you perceive differences between the Domestic and Heritage Language Learners in your classroom?
L: Oh, definitely.
I: Yeah? What are some of those differences?
L: I mean, they come with their background and they usually speak it at home o:r you hear them on the phone talking with, um, parents or friends, and they can, they can (1) speak it extremely well but it might be slang or not as formal as what we’re taught in class but they still have those conversational skills. Um, their reading and writing may not be as good, but they still have a background, they still have a lot, a much bigger vocabulary base then I would ever have, so.
I: So you know that linguistically you’re pretty different. And what about culturally?
L: I mean, I was, I’m an American and I was raised here. It’s (1), I don’t think (2) I think most of us were, because, um, yes, most of us who were raised in our class were raised here. So, um, because those who weren’t raised here probably have a much better background and wouldn’t, uh, would be too proficient to take the course.
I: So then the people in your course might have some linguistic differences but you share a common cultural background in that you’ve been raised in the States and…
L: I would say so, I guess.
I: Mm-hm. And what are some of those cultural (1) things that you share, do you think?
L: How so, what do you mean?
I: Well as a group of people in a classroom, what makes yo::u, uh, what are the similarities that you see (1), between, say, what you consider to be the Heritage Language Learners and the Domestic Language Learners?
L: I mean, we’re all students, we’re all here at Penn State, I mean, I couldn’t say for them because they all have their different reasons and I can’t really say for them. I’m not sure.
I: But from your perspective, u:m, you come from the same social group?
L: ( )
I: You’re students, right?
L: Yeah.
I: Age group? You participate in some of the same kinds of things that people your age do? Uh, whatever that, which would be what? What are some of the interests of, of undergrads?
L: Football games.
I: Football games. And do you find is that a topic of conversation in class?
L: Sometimes.
I: Mm-hm. What other kinds of things?
L: Just general (2) young adult stuff.
I: Young adult yeah. And so you find that there’s that connection, that there’s a cultural connection there, so you couldn’t make a distinction, say, between Domestic and, and Heritage Learners (1) culturally but, but linguistically you think there’s, you see a difference.
L: Mm-hm.
I: Ok. What about, u:m, instructional challenges? You know, in your classroom, with the two different groups, just, even with the linguistic differences, do yo:u perce:ive there to b:e cultural or instructional challenges that are specific to Domestic Language Learners?
L: (2) I don’t really see any problems, not that I could pick out. No.
I: So you don’t (1) find any challenges that are specific to you.
L: ((shakes head no))
I: What about the kind of challenges, then, that both groups face?
L: I mean, it’d be different for every–, for different people, I couldn’t say for them, so.
I: And how about for you?
L: Um, just applying myself more to, uh, class and work, so.
I: Mm-hm. |