A North Korean Defector's Journey through the Identity-Transformation Process

Autor/in	Kim, Myonghee
Titel	A North Korean Defector's Journey through the Identity-Transformation Process
Quelle	In: Journal of Language, Identity, and Education, 15 (2016) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2015.1090764
Schlagwörter	Self Concept; Interviews; English (Second Language); Second Language Learning; Second Language Instruction; Females; Social Influences; Foreign Countries; Diaries; Student Attitudes; Language Attitudes; Teaching Methods; Attitude Change; Acculturation; College Students; Refugees; Qualitative Research; North Korea; South Korea + Suchen Sie Ihr Suchwort? Selbstkonzept; Interviewing; Interviewtechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Weibliches Geschlecht; Sozialer Einfluss; Ausland; Diary; Tagebuch; Schülerverhalten; Sprachverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Attitudinal change; Einstellungsänderung; Akkulturation; Collegestudent; Flüchtling; Qualitative Forschung; Korea; Demokratische Volksrepublik; Republik
Abstract	The current study examined how a North Korean defector attending a college in South Korea transformed her identity while learning English. This study was grounded in the notion of second language learning as a struggle of a socially constituted being in which the language learner constantly structures and restructures his or her social identity. Data were collected through journals and interviews with the defector. Data analysis revealed that the North Korean defector experienced an identity transformation: from being a resisting North Korean who wanted to maintain her North Korean identity by consciously ignoring English education to being a struggling English learner who eventually yielded to the need for English learning; then an active learner who found English learning valuable and meaningful; and finally, a visionary who aimed to care about those in need, particularly English learning needs. During the identity transformation process, the defector constantly negotiated her identities in response to multiple social factors. Based on these findings, the present study offers pedagogical suggestions for English education for North Korean defectors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01