ERIC Number: EJ1053122
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1470-8477
EISSN: N/A
A Critical Study of Language Minority Students' Participation in Language Communities in the Korean Context
Kim, Miso; Kim, Tae-Young
Language and Intercultural Communication, v15 n2 p224-239 2015
In South Korea, "Damunwha" students (students from multicultural family backgrounds) have difficulties at school because of others' derogatory perception of them and the different linguistic and cultural settings. In light of this issue, this paper addresses the "Damunwha" students' identities and participation within the language communities from a community of practice perspective and a critical pedagogy perspective. Four students (two from international marriage families and two from immigrant workers' families), their teachers, and their supervisors participated in the study from March to April 2013. The findings suggest that "Damunwha" students' participation in Korean society depends on their resources, others' perception of the participants' identities, and cultural capital. The findings show that students are losing their connection with their first language communities and that their linguistic resources and cultural diversity are undervalued. The study implies that cultural sensitivity should be promoted and that explicit support for "Damunwha" students is needed.
Descriptors: Language Minorities, Asians, Foreign Countries, Cultural Pluralism, Native Language, Cultural Capital, Self Concept, Social Bias, Communities of Practice, Critical Theory, Teaching Methods, Profiles, Cultural Background, Immigrants, Student Attitudes, Second Language Learning, Semi Structured Interviews, Questionnaires, Junior High School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A