The analysis of North Korean language textbooks (1955-1999): Representations of non-North Koreans
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Korean language
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This study set out to examine the formation and development patterns of consciousness of Korean language after Liberation with a focus on the contexts in which the consciousness of Korean language formed in the early modern times was inherited and changed. The study investigated the development patterns of consciousness of Korean language from Liberation to the early 1950s with the articles published in the academic journals with influences on the Korean education policies those days to figure out the problematic consciousness of the times regarding the language issues objectively and conduct balanced analysis of perspectives that had popular influences. Those journals include Hangeul(Korean Language Society), Eomun(Society of Korean Language and Literature), and Joseon Gyoyuk(Research Society on Education of Joseon). Chapter 2 looked into the conceptualization context of “Korean language” by reviewing the consciousness around the term “Korean language” and the status and roles of Korean language. Chapter 3 examined the consciousness of making Korean language and the scope of Korean language those days by reviewing the consciousness of Korean language expressed in the process of its reconstruction including the controversy over the national language between the abolishment of Chinese characters and the exclusive use of Hangul, the issues of language purification, and the matters of acceptance of loanwords.
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The purpose of this study is rousing a recent attention to the changes of languages of Korea and near Korean peninsula, as well as reviewing the historical or traditional flow of Korean language teaching. Additionally, this study also discussed about the alternative methodological possibilities of analysing the origin of languages based on gene-culture coevolution theory adapting language phylogeny, not by internal reconstruction of traditional language research. Looking backward over past times before modern era, teaching and learning Korean language as a ‘foreign’ language were slowly changed from ‘oral(spoken)-focused/borderland-based/hereditary succession/natural acquisition’ circumstances into ‘document(written)-focused/government-based/professional training/organized learning’ system.
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This paper critically reviews the issue of the overheated English-learning boom in Korea, and investigates how such a boom affects public education in Korea and the learning of Korean children. This issue is analyzed with two theoretical frameworks: linguistic imperialism (Phillipson 1992) and social capital theory (Bourdieu 1991). As a case analysis, this paper focuses on the cases of both ‘the newly arrived’ Korean children at an English-immersion program and ‘the residing’ Korean children as linguistic minorities in the U.S. These two groups of Korean children gather around weekend Korean schools founded by Korean community churches, and both groups learn their heritage language and revive their heritage identities. It is found that the weekend Korean schools work as language shelters and ethnic strongholds where the Korean children’s ethnic culture, language, and identity are respected, revived, and maintained. By investigating the issue, this paper highlights the unequal relationship between languages and the impact of linguistic imperialism on the learning and lives of both domestic Korean children and Korean linguistic minority children in the U.S.
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Bilingual Education
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AbstractThe identity formation of a diaspora community is complex. The present study examines native language maintenance and ethnic identity of first-, 1.5-, and second-generation Korean-Americans in the United States, through the lenses of various identity construction and sociolinguistic theories. Identity and language are closely linked, and this relationship is bound by social contexts. Both identity and language are viewed as dynamic and mutable. The study also identifies social factors that affect linguistic behaviors and identity formation. The study further provides detailed analysis of the issues relevant to the conflict of identity in a current setting where pluralist ideology is strongly discouraged, as in the case of the United States. The perspective of English as an international language, and its power and influence on the formation of ethnic identity in the United States and Korea, are also addressed.La formación de identidad de una comunidad diaspórica es compleja. El presente estudio se dedica a examinar el mantenimiento de la lengua nativa y la identidad étnica de la primera, 1.5 y segunda generación de coreano-norteamericanos en los Estados Unidos, considerando las diferentes teorías de la construcción de identidad y sociolingüística. La identidad y la lengua están estrechamente relacionadas, y dicha relación está ligada por los factores sociales que afectan los comportamientos lingüísticos y la formación de identidad. Asimismo, el estudio ofrece un análisis detallado de las cuestiones relacionadas al conflicto de identidad en el contexto actual donde la ideología pluralista es rotundamente rechazada, así como en los Estados Unidos. Se examinan, además, la perspectiva de inglés como una lengua internacional, y su poder e influencia en la formación de identidad en los Estados Unidos y en Corea.Keywords: identity constructionlanguage shiftnative/heritage languageKoreanEnglishKorean-American Disclosure statementNo potential conflict of interest was reported by the author.Notes on contributorJinny K. Choi is Associate Professor of Spanish and Spanish Linguistics at the University of Texas at Arlington, USA. Her areas of specialization are sociolinguistics and bi/multilingualism. She is currently working on several projects on language and identity in transnational bilingual/trilingual communities in South America and in the United States.Notes1. It is important to recognize that these attributes are not coequal and there is a hierarchy. Some of these criteria are more critical than others.2. Numerous studies in second language acquisition (SLA) and psycholinguistics show the existence of the 'critical period' in language learning/acquisition process. It is the sensitive state in early years of life, in which language development occurs easily and successfully. The extent of the critical period is still disputable, even though it is widely accepted from age 5 to puberty. In fact, the exact years of puberty are open to discussion. The critical period may also depend on individuals' experience and various factors such as amount of language input and exposure, language learning situation (e.g. formal classroom learning vs. informal context learning), and influence of other languages. Many researchers believe that the critical period is up to age 12 or 13. David Singleton (Citation1995) recommends 'younger, the better in the long run' in the SLA, although he acknowledges several successful cases of older second-language learners.3. This study is part of an extensive research project 'Transnational Migration and (Re)settlement of Asians in the Americas.' The questionnaires and research tools used in the present study come from another investigation carried out in South America by the same author.4. The Korean language is the native tongue to first-generation Korean immigrants; to the second generation, Korean is their heritage language for it is the language of heritage and ancestry.5. Silva (Citation2007) reports that Korean is actually taught in a very limited number of high schools and colleges, mainly where there is a heavy population of Koreans, such as the Pacific Coast (e.g. California, Hawaii, Washington, Oregon) and the Northeast (e.g. New York, New Jersey, Maryland).6. Filipinos were the only Asian ethnic group not affected by the 1924 National Origins Act because Philippines belonged to the United States since the 1898 Spanish-American War. Nevertheless, severe restrictions were imposed on Filipino immigration in 1934 when Philippines became a commonwealth of the United States. From that year Filipinos were no longer classified as American nationals but as aliens, restricting their admission to America to only 50 per year (Espiritu, Citation1995, Melendy, Citation1977, Xie and Goyette Citation2005).
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Divergence (linguistics)
The Republic
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This dissertation investigates the role of English as a global mediatory language and English literature as a global reading material for a group of Korean writers during the Japanese colonization of Korea, roughly from 1895 to 1945. The primary argument of this dissertation is that Korean intellectuals of the colonial period appropriated the privilege accorded to the English language, and to Anglophone literature, as an anti-colonial tool against the Japanese rule, incorporating their anti-colonial aspirations into their own Anglophone literary practices.
First, “Korean Englishes” traces the complex and unexplored local history of English and its intersection with other local languages under Japanese colonial rule. Colonial Korea was a symbolic translingual zone. English, a secondary but global language, was positioned within the multivalent linguistic conflicts: English, as a language of modernity, gradually subverted the dominance of classical Chinese, the learned language of pre-modern Korea, while disturbing the new imperial imposition of Japanese language education in Korea. These four languages, Chinese, Japanese, Korean, and English, were all in contact and conflict in multi-sited ways. As a result of this positioning, the political power of English provided Koreans with a voice situated within multiple colonial legacies.
Second, “Korean Englishes” examines the local reception and production of English literature and how Korean writers borrowed the cultural capital of English-language literature for their own literary practices. During the Japanese colonial era, Korean writers indirectly translated a variety of English literary works, from Victorian sensational fictions to the poetry of Yeats, via Japanese translations, and produced their Anglophone writings. These translators and writers constantly discovered and created new meanings of the texts and utilized their interpretations as a resources for the self-expression of the colonized, at a time when their own language and literature were censored under Japanese colonial policies. By examining English-based, anti-colonial linguistic and literary practices in colonial Korea, this project argues that Korean Englishes were a product of the triangular interplay between the local, the regional, and the global, changing existing postcolonial studies’ perception of English.
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Korean language
Interface (matter)
Spanish language
Digital Humanities
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This paper critically reviews the issue of the overheated English-learning boom in Korea, and investigates how such a boom affects public education in Korea and the learning of Korean children. This issue is analyzed with two theoretical frameworks: linguistic imperialism (Phillipson 1992) and social capital theory (Bourdieu 1991). As a case analysis, this paper focuses on the cases of both ‘'the newly arrived’' Korean children at an English-immersion program and ‘'the residing’' Korean children as linguistic minorities in the U.S. These two groups of Korean children gather around weekend Korean schools founded by Korean community churches, and both groups learn their heritage language and revive their heritage identities. It is found that the weekend Korean schools work as language shelters and ethnic strongholds where the Korean children’'s ethnic culture, language, and identity are respected, revived, and maintained. By investigating the issue, this paper highlights the unequal relationship between languages and the impact of linguistic imperialism on the learning and lives of both domestic Korean children and Korean linguistic minority children in the U.S.
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Korean language
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Descriptions of Korea's linguistic situation written by Westerners during the nineteenth and early twentieth centuries not only reveal native and foreign attitudes toward the Korean language but also provide insight into language-focused evangelization tactics embraced by Christian missionaries. Upon their arrival in Korea during the 1800s, Westerners encountered a long-standing system of diglossia: socio-historical relations between China and Korea gave rise to the use of various Korean "lects" in which the degree of Chinese elements differed. Moreover, the nation's indigenous writing system, han'gul, was widely regarded by Koreans as culturally subordinate to Chinese script, an attitude that garnered much attention from Western observers. These sorts of language attitudes were further reinforced by Westerners' deterministic interpretations of Korea's linguistic situation; believing the Korean language to be linguistically defective, many Westerners concluded that the Korean people suffered from corresponding deficiencies of intellect, education, and morality. In a campaign to "educate" the Korean populace, Christian missionaries worked to raise the status of the native language and orthography as part of what would prove to be a highly effective evangelization strategy.
Diglossia
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