Mongolian University Students in the Korean Academic Context: Ideologies in the Target Language Community, Their L2 Identities, and Investments
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This study examined how ideologies and value systems in the Korean context affected the identities of four Mongolian students from a poststructuralist perspective. Adopting the Douglas Fir Group (DFG, 2016) framework, the data analysis revealed ideologies that emerged at the macro level—the Korean students’ expectation for foreign students to have a good command of English and viewing Asian minority students from less socio/economic developed countries as academically less intelligent and competent than themselves—and exposed unequal power structures, marginalizing the Mongolian students. Nonetheless, these minority students were active investors in their academic careers based on their previous positive academic self-image as learners, and were thus able to negotiate new identities. The findings indicate that socially constructed identities and ideologies were challenged through dynamic learner agency. Interestingly, besides Korean which was the target language, English competence was also identified as having power to impose reception even for these Asian students in the Korean context.
Abstract
This study examined how ideologies and value systems in the Korean context affected the identities of four Mongolian students from a poststructuralist perspective. Adopting the Douglas Fir Group (DFG, 2016) framework, the data analysis revealed ideologies that emerged at the macro level—the Korean students’ expectation for foreign students to have a good command of English and viewing Asian minority students from less socio/economic developed countries as academically less intelligent and competent than themselves—and exposed unequal power structures, marginalizing the Mongolian students. Nonetheless, these minority students were active investors in their academic careers based on their previous positive academic self-image as learners, and were thus able to negotiate new identities. The findings indicate that socially constructed identities and ideologies were challenged through dynamic learner agency. Interestingly, besides Korean which was the target language, English competence was also identified as having power to impose reception even for these Asian students in the Korean context.
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