In:Acquisition of Korean: The state of the art
Edited by Soonja Choi
[Trends in Language Acquisition Research 36] 2026
► pp. 263–290
Chapter 8Family-level social factors and language development in Korean-learning children
This content is being prepared for publication; it may be subject to changes.
Abstract
As with most early learning, the language development of children who grow up learning Korean is
mediated by a particular social context. Identifying and quantifying social factors that impact their development is
the subject of ongoing research. The present chapter opens with an overview of several of these factors (family’s
socioeconomic status, parental characteristics, parenting practices and styles, and home learning environment),
demonstrating how they inform language development in Korean-learning children. The next section discusses the
strengths and weaknesses of the extant research. The final section focuses on productive directions for future
research, such as the need to expand the diversity of study samples in research and to utilize large-scale data to
better capture interrelations among various social factors.
Article outline
- 1.Introduction
- 2.Research on family-level social factors and Korean-learning children
- 2.1Family socioeconomic status (SES)
- 2.2Parental characteristics
- 2.3Parenting practices and styles
- 2.4Home learning environment: Access to literacy materials and language-rich interactions
- 3.Contours of the extant research & future directions
- 3.1Strengths of the extant research
- 3.2Areas for growth
- 3.2.1Need to consider the interconnected nature of family-level social factors
- 3.2.2Need to be more inclusive and representative
- 3.2.3Need to increase outreach efforts to engage in international discourse on child development
- 3.3Future directions and a sample research study
- 3.3.1A sample research endeavor for family-level studies of social factors and language development
- 4.Conclusion
- Author queries
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