L2 Identity Formation of Korean Students in the US Public Schools
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초록
This study examines how the identity of Korean students in the US public schools change in the classroom as a result of their exposure to English and American culture. Data was collected by class observations, home visits, interviews, and samples and documents from class activities. Data was collected for two consecutive semesters. As a result of data collection and analysis, this study found that when these Korean students were immersed into English language and American culture in different social contexts, they formed multiple identities: they identified themselves with others (cultural identity); they were identified by others (especially teachers) by their behaviors and attitudes in the classroom (institutional identity); they struggled to understand the relationship between themselves and the larger social world (social identity); and they invested to learn English for inclusion and affiliation and for their future to a new country (investment and imagined identity). These findings imply that while the participants were forming multiple identities in the classrooms, teachers play an important role in helping their students develop their identities in positive ways by understanding the cultural and linguistic knowledge the students bring to the classroom and by investigating students’ learning behaviors and attitudes more deeply.
Abstract
This study examines how the identity of Korean students in the US public schools change in the classroom as a result of their exposure to English and American culture. Data was collected by class observations, home visits, interviews, and samples and documents from class activities. Data was collected for two consecutive semesters. As a result of data collection and analysis, this study found that when these Korean students were immersed into English language and American culture in different social contexts, they formed multiple identities: they identified themselves with others (cultural identity); they were identified by others (especially teachers) by their behaviors and attitudes in the classroom (institutional identity); they struggled to understand the relationship between themselves and the larger social world (social identity); and they invested to learn English for inclusion and affiliation and for their future to a new country (investment and imagined identity). These findings imply that while the participants were forming multiple identities in the classrooms, teachers play an important role in helping their students develop their identities in positive ways by understanding the cultural and linguistic knowledge the students bring to the classroom and by investigating students’ learning behaviors and attitudes more deeply.
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