Transnational mothers as community builders and agentive teachers: establishing and sustaining a Korean community-based heritage language school

This case study examines transnational mothers of Korean heritage who founded a Korean community-based heritage language (CBHL) school in a Southeastern U.S. state. Drawing on community cultural wealth and a transnational perspective, the study explores how these transnational established and sustained the school, and what knowledge, experiences, and skills they utilized. Findings revealed their aspirations for Korean American children (whom they referred to as ‘Woori children’), particularly in sustaining their heritage language and culture and building a sense of identity in predominantly white contexts, which served as driving forces for the school. The mothers’ nuanced understanding of children’s diverse linguistic, cultural, ethnic, and migratory experiences enabled them to address students’ varied needs and strengths. This study demonstrated their collective agency as they mobilized transnational assets to navigate challenges. The results call for attention to CBHL schools as transnational counterspaces through which mothers enact collective agency to sustain children’s language, culture, and identiti.