New ideologies of everyday life in South Korean language textbooks

This chapter analyses with critical discourse analysis, contemporary Korean language textbooks which are being used in early primary school.

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.

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.

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

Attitudes toward Konglish of South Korean teachers of English in the Province of Jeollanamdo /

This study examined the attitudes of South Korean teachers of English in Jeollanamdo toward Konglish, particularly in relation to English education. The literature search shows that Konglish is a typical local variety, evolved from the borrowing and redefining of English words that became part of everyday South Korean speech. Konglish is not unique in this regard. Japlish in Japan and Chinglish in China developed for similar reasons and display the distinctive characteristics of those languages. However, Konglish is usually defined as poor and incorrect. Teachers in the study expressed embarrassment, shyness, guilt, and anger about Konglish. On the other hand, they also valued it as something uniquely theirs. Teachers believed that students should not be taught that Konglish is bad English. However, students should be taught that it is poor or incorrect. With few exceptions, they correct Konglish in their classes. Teachers exhibited considerable inner conflict. They defined Konglish as valid when used in Korea with Koreans. However, some preferred that their students not use it, even with their friends. This may cause students to judge Konglish as unacceptable or inferior. The teachers believed that students should learn to distinguish between Konglish and "Standard English," and that they should learn about the contexts in which each is appropriate or preferred. The conclusion, therefore, is that South Korean teachers see the value of teaching about varieties of English. The recommendations are that intelligibility, broader communication skills, and information about International English be included in the curriculum in South Korea.