About
14
Publications
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Introduction
I am currently an Associate Professor at the Department of Early Childhood Studies, California State Polytechnic University, Pomona. My areas of interest include children's bilingualism and biliteracy, heritage language learning, translanguaging, and language policy and practice.
Skills and Expertise
Current institution
Additional affiliations
July 2019 - June 2020
Position
- PostDoc Position
Description
- As the project manager for the Peer-Mentoring Project for Early Childhood Educators in British Columbia, our goal was to support the professional development needs of educators, support their retention, and leave a legacy of their experiences.
September 2014 - December 2018
Position
- Fellow
Description
- I worked as part of the NOWPlay project team, led by Dr. Shelley Stagg Peterson, to support children's language and literacy learning through play, and to improve school achievement of Aboriginal and non-Aboriginal children in northern rural communities.
Education
September 2014 - April 2019
Field of study
- Language and Literacies Education / Comparative, International & Development Education
Publications
Publications (14)
The Early Childhood Studies (ECS) Department embarked on a curriculum revision project to foster students’ sense of belonging and inclusion by learning about their ongoing interests and diverse needs while helping students become successful in their academic and career objectives. A secondary goal was to strengthen the department’s commitment to an...
This chapter showcases how faculty in the early childhood studies department in one of the most linguistically and culturally diverse states in the United States create discourse spaces to empower students. These spaces invite students to critically explore how the power relations of society affect individuals' language development, learning, and i...
This study investigates Korean-Canadian children’s bilingual learning in the context of a community-based heritage language classroom. Due to a request made by the focus teacher, the author’s positionality shifted from an observer to a participant observer, resulting in collaborative activity planning and implementation. Using
classroom observation...
Adopting Bourdieu’s (1991) theoretical and analytic tools of field, habitus and capital, this year-long ethnographic case study examines the positions of the Korean and English languages at various levels within a multi-generational ethnic church. The research also identifies multiple levels of supporting factors of Korean-Canadian children’s bilin...
This chapter explores my journey writing fieldnotes during a yearlong ethnographic case study at a multigenerational Korean ethnic church in Canada. I ask, ‘What constitutes fieldnote data?’ and ‘Can data and analysis be separated?’ Through examining excerpts from my fieldnotes, I show how fieldnotes are an imbricated space where my observations, i...
Have you heard about the province-wide Peer-Mentoring Project for Early Childhood Educators in BC? The purpose of this project is to support the ongoing professional development needs of beginning and experienced early childhood educators. Specifically, it aims to expand the current infrastructure of support for both new and experienced early child...
In this study, analysis of video recordings of 5-year-old children’s use of language and nonverbal modes of communication (e.g. gaze, action, gesture, and proximity) is used to examine how children contribute to sociodramatic play narratives and participate in the classroom peer culture. In their dramatic play at a restaurant play center and at a g...
Canada has been largely relying on immigration for population growth. Consequently, early childhood education (ECE) programs in Canadian cities are becoming increasingly linguistically and culturally diverse. Yet, few studies have explored the experiences of immigrant families in ECE programs. This study explores the perspectives and experiences of...
In the midst of immigrant children’s prevalent subtractive bilingualism, this doctoral inquiry investigates multiple levels of supporting factors of Korean-Canadian children’s heritage language learning and the ways they support bilingual learning of these children, by looking at Grace Church, a multi-generational Korean ethnic church, as a case. T...
Along with increased international migration, many nation-states are facing the dilemma of embracing a multi-cultural and multi-lingual society while protecting their cultural and linguistic heritage. Non-Anglophone universities are often the sites of this struggle as they aim to become world-class international universities operating largely in En...
Five Aboriginal Head Start early childhood educators from a northern Canadian community participated in interviews for the purpose of informing non-Indigenous teachers’ classroom teaching. Their observations and experiences highlight the importance of learning from and on the land alongside family members, and of family stability and showing accept...
Ten teachers in kindergarten and grade one classrooms in remote northern Canadian Ojibway communities, and two consultants from a First Nations Student Success Program participated in focus group discussions about the place of rough and tumble and superhero play, and teachers’ roles in preventing relational and physically aggressive play in school....
This summative report is generated from the review and analysis of the curriculum documents for early childhood education (ECE) programs from the Ministry of Education websites of four Canadian provinces: Alberta, Manitoba, Ontario, and Saskatchewan. Across these provincial documents, play is considered to be essential for young children’s positive...
