Everyday Racism in Canadian Schools: Ideologies of Language and Culture among Korean Transnational Students in Toronto

Autor/in	Shin, Hyunjung
Titel	Everyday Racism in Canadian Schools: Ideologies of Language and Culture among Korean Transnational Students in Toronto
Quelle	In: Journal of Multilingual and Multicultural Development, 36 (2015) 1, S.67-79 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2014.892502
Schlagwörter	Racial Bias; Global Approach; Race; Minority Groups; Ethnography; Sociolinguistics; Korean; Disadvantaged; Study Abroad; High School Students; Foreign Countries; Social Class; Citizenship; Second Language Learning; English (Second Language); Language Role; Interviews; Mother Attitudes; Self Concept; Language Attitudes; Canada (Toronto); South Korea + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Globales Denken; Rasse; Abstammung; Ethnische Minderheit; Ethnografie; Soziolinguistik; Koreanisch; Studies abroad; Auslandsstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Social classes; Soziale Klasse; Staatsbürgerschaft; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Mutterliebe; Selbstkonzept; Sprachverhalten; Korea; Republik
Abstract	Drawing from a 2.4-year ethnography with Korean Early Study Abroad (ESA, pre-college-aged study abroad) students in Toronto high schools, I examine the intersections among race, class, language, culture and citizenship (including immigrant status) in the identity construction and language learning of these students. Conceptualising race as a social construct and racism as systemic and institutionalised, I employ sociolinguistic analysis of the data to link issues of race and class together and point out how the ESA students adopt class-based consumption of Korean language and products as a strategy for dealing with the racial and linguistic marginalisation they experienced in Canadian contexts as well as its consequences in their language learning. The paper concludes with the story's implications for discussing race and alternative ways of talking about privilege among racial minorities regarding transformation of the value of the linguistic capital across different linguistic markets in today's world of globalisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10