해외연수에서 언어 진정성 협상하기: 한국 어학연수생 문화기술지
Negotiating linguistic authenticity in study abroad: An ethnography of South Korean English study abroad students
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This paper examines how study abroad students pursue and negotiate linguistic authenticity to maximize their English improvement during their overseas stay. For this purpose, data was drawn from a 13-month ethnographic fieldwork of South Korean post-secondary learners studying English in Toronto, Canada. Study abroad programs are believed to give studentsauthentic learning experiences by allowing them to immerse themselves in a local culture and communicate with local people imagined as native speakers. However, it has been reported thatmost study abroad learners have difficulty with accessing local communities and building close relationships with native speakers. This paper reveals that to deal with these immersion challenges, South Korean young adults strived to identify and access three types of English speakers in their trajectories of studying English abroad: 1) “Canadians,” 2) “proficient” non-native English speakers, 3) “family-like” teachers at school. However, as they established such boundaries of English speakers according to their language ideologies and learning needs, their trajectories of accessing each type of English speakers did not unfold as they had planned. The paper concludes by discussing pedagogical implications for effective study abroad programs.
Abstract
This paper examines how study abroad students pursue and negotiate linguistic authenticity to maximize their English improvement during their overseas stay. For this purpose, data was drawn from a 13-month ethnographic fieldwork of South Korean post-secondary learners studying English in Toronto, Canada. Study abroad programs are believed to give studentsauthentic learning experiences by allowing them to immerse themselves in a local culture and communicate with local people imagined as native speakers. However, it has been reported thatmost study abroad learners have difficulty with accessing local communities and building close relationships with native speakers. This paper reveals that to deal with these immersion challenges, South Korean young adults strived to identify and access three types of English speakers in their trajectories of studying English abroad: 1) “Canadians,” 2) “proficient” non-native English speakers, 3) “family-like” teachers at school. However, as they established such boundaries of English speakers according to their language ideologies and learning needs, their trajectories of accessing each type of English speakers did not unfold as they had planned. The paper concludes by discussing pedagogical implications for effective study abroad programs.
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