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Factors that Encourage Students to Use their Heritage Language

Tomoyuki Takeguchi

Woosong University

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Volume 15, No.1

December, 2009

The Japan Journal of Multilingualism and Multiculturalism

多言語多文化研究

bsig.org

This study investigates heritage language education in a Korean ethnic school. Focusing on students whose dominant language is Japanese, it examines the factors that promote and prevent their use of the heritage language. This study considered students’ heritage language learning processes by conducting interviews with nine participants associated with the school. Analysis of the interview data using a modified Grounded Theory Approach found that heritage language is related to such categories as language attitudes affected by cognitive change with respect to society, heritage language education as the training structure, sociability, the affirmative mental process generated in students’ minds, the negative mental process generated in students’ minds, and family ties.