Heritage Language Learning Trajectories and Multiple Influencing Factors: A Multiple-Case Study of University-Aged Korean Canadians

This study explores six university-aged 1.5 and second generation Korean Canadians’ varied heritage language (HL) learning experiences the factors that encourage discourage HL in Canada. Drawing on sociocultural perspectives (Duff, 2007, 2019; Norton, 2013), this multiple-case reveals core domains of home, friends at school ethnic communities, media, university classes various familial, sociocultural, transnational factors. The participants’ trajectories fluctuated depending life environments, accessibility to learning, their identities different responses social also underscores importance educational inclusivity HLs.