Female Exiles in Language: Reading for New Poetic Subjects in Modern and Contemporary Feminist Experimental Poetry

Thesis (Ph.D.)--University of Washington, 2016-06

"Am I Korean American?": beliefs and practices of parents and children living in two languages and two cultures

The purpose of this study is to explore attitudes and practices regarding their heritage language and the dominant English language among Korean American immigrant families. Using the framework of Language Ideology (Silverstein, 1979), I had three research questions: a) why do parents send their children to a Korean language school, b) what attitudes do immigrant parents and their children show toward Korean and English, and c) how are the parents and children involved in the practices of these two languages? I conducted a survey of parents whose children attended a Korean language school in Urbana-Champaign, Illinois, where the number of Korean sojourners (temporary residents) exceeds that of Korean immigrants. Forty participant parents provided demographic information. They described their children's language-use patterns depending on interlocutors as well as their language proficiency in both Korean and English. The reasons for sending their children to the Korean language school were significantly different depending on the respondents' residential status. In comparison to the sojourners, immigrants tended to give more priority to their children's oral language development and Korean identity construction. I also conducted case studies of three Korean immigrant families with 3- to 5-year-old children, using interviews, observations, and photographs of children's work. The collected data were analyzed according to themes such as daily life, parental beliefs about two languages, practices in two languages, children's attitudes toward two languages, and challenges and needs. Despite individual families' different immigration histories, the three families faced some common challenges. Because of their busy daily routines and different lifestyles, the immigrant families had limited interactions with other Koreans. The parents wanted their children to benefit from two communities and build a combined ethnic identity as Korean Americans. I argue that a Korean language school should expand its role as a comfort zone for all Koreans and Korean Americans. This study explores the heterogeneity among Korean sojourner and immigrant families and their language use and identity construction.

Antroponimy w Quo Vadis Henryka Sienkiewicza i w koreańskich przekładach powieści. Ocalone czy stracone w tłumaczeniu?

Filologia Polska i Klasyczna: Instytut Filologii Polskiej; Zakład Gramatyki Współczesnego Języka Polskiego i Onomastyki

Choso no pango nhak kaeyo /

Reprint. Originally published: [P yo ngyang] : Sahoe Kwahak Ch ulp ansa, 1975.

Cho sengo no sensei /

Mode of access: Internet.

Mémoire sur l'introduction et l'usage des caractères chinois au Japon et sur l'origine des différens syllabaires japonais; suivi d'un vocabulaire coréen.

"Extrait du Nouveau journal asiatique."

Vignaud pamphlets. Korea.

R. C. Andrews. The wilderness of northern Korea.--Henri Cordier. De la situation du Japon et de la Corée.--H. B. Hulbort. The Korean language.--F. H. Jenings. Korean headdresses in the National museum.--Auguste Pawlowski. Historique de la connaisance de la Corée.--Léón de Rosny. Sur la géographie et l'histoire de la Corée.--R. T. Turley. Southern Manchuria and Korea. A visit to the Yalu religion and central Manchuria.

Wŏrin sŏkpo.

Sŏkpo sangjŏl sŏ -- Wŏrin sŏkpo sŏ -- Wŏrin sŏkpo kwŏn-1-2 -- Hunmin chŏngŭm.

Neural basis of language switching in the brain: fMRI evidence from Korean-Chinese early bilinguals

Using fMRI, we conducted two types of property generation task that involved language switching, with early bilingual speakers of Korean and Chinese. The first is a more conventional task in which a single language (L1 or L2) was used within each trial, but switched randomly from trial to trial. The other consists of a novel experimental design where language switching happens within each trial, alternating in the direction of the L1/L2 translation required. Our findings support a recently introduced cognitive model, the 'hodological' view of language switching proposed by Moritz-Gasser and Duffau. The nodes of a distributed neural network that this model proposes are consistent with the informative regions that we extracted in this study, using both GLM methods and Multivariate Pattern Analyses: the supplementary motor area, caudate, supramarginal gyrus and fusiform gyrus and other cortical areas. 

Radical Language, Radical Identity: Korean Writers in Japanese Spaces and the Burden to "Represent"

Thesis (Ph.D.)--University of Washington, 2016-06

Biracial Identity Development: Narratives of Biracial Korean American University Students in Heritage Language Classes

Thesis (Ph.D.)--University of Washington, 2016-06

Cinematic hooks for Korean studies: using the 'Apache' framework for inspiring students about Korea in and through film

Developing awareness of and maintaining interest in Korea and Korean culture for non-language secondary and tertiary students continues to challenge educators in Australia. A lack of appropriate and accessible creative and cultural materials is a key factor contributing to this challenge. In light of changes made to 'fair use' guidelines for the Digital Millennium Copyright Act in the United States in July 2010, and in order to prepare for a time in the near future when Australian copyright regulations might follow suit, this article offers a framework for utilizing film and digital media contents in the classroom. Case studies of the short digital animation film 'Birthday Boy' (2004) and the feature film The Divine Weapon (2008) are presented in order to illustrate new educational approaches to popular Korean films---the cinematic component of the 'Korean Wave' ('Hanryu' or 'Hallyu' in Korean). It is hoped that this work-in-progress will enable teachers to inspire students with limited language skills to learn more about Korean popular culture, history, and tradition as well as media, politics, and genre studies in dynamic ways through the use of films as cultural texts in the classroom.