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Downloaded From KOREAN IMMIGRANTS’ SOCIAL PRACTICE OF HERITAGE LANGUAGE ACQUISITION AND MAINTENANCE THROUGH TECHNOLOGY by SUNAH PARK CHO A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE STUDIES (Language and Literacy Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) June 2008 © Sunah Park Cho, 2008 ABSTRACT Studying issues of heritage language (HL) maintenance is gaining more significance than ever as our lives become significantly more complex and dynamic because of frequent migration and the transnational diasporas that such migration creates in its wake. HL maintenance is important in multicultural environments because familial relationships depend heavily on successful communication among family members. Viewing HL maintenance as a social practice, this exploratory qualitative study attempts to understand how participants are involved in their children’s HL maintenance by investigating, comparing, and contrasting the participants’ attitudes and practices. This study recruited eight Korean immigrant families with different lengths of residence in Greater Vancouver, an area that has seen a steady growth in the numbers of Korean immigrants. Combining social practice theory and qualitative research, this study uses discourse analysis to explore the participants’ language ideologies and beliefs about HL maintenance. This study also explored actual parental involvement in their children’s HL acquisition and maintenance. Furthermore, this study examined participants’ technology use as a means of HL acquisition and maintenance. In particular, the participants’ online conversations were examined to explore language use. This study supports the view that the parental role is important, even paramount, in children’s HL maintenance, but goes beyond this to show how technology can play a positive role in HL acquisition and maintenance. There are three central findings. First, a match between parental attitudes and behaviours concerning HL acquisition and maintenance and contributes to their children’s HL maintenance. Second, a mismatch or inconsistency between parental attitudes and behaviours correlates with children’s HL ii attrition or loss. Third, language revitalization can occur through HL and cultural practices in various online activities such as synchronous and asynchronous online communication, including access to Korean websites and playing games in Korean. To conclude, examining HL maintenance as a social practice offers new insights into the complexity and dynamics of the social practices of HL maintenance in the lives of Korean immigrants in Canada. iii TABLE OF CONTENTS Abstract..……………………………………………………………………………… ii Table of Contents…………………………………………………………………….. iv List of Tables..………………………………………………………………………... ix List of Figures ………………………………………………………………………... xi List of Abbreviations ………………………………………………………………… xii Acknowledgments …………………………………………………………………… xiii Dedication ……………………………………………………………………………. xv Chapter 1: Introduction ……………………………………………………………..... 1 1.1 Background ………………………………………………………………....... 1 1.2 Korean Immigration to Canada …………………………………………….... 3 1.2.1 The History of Korean Immigration to Canada ………………………... 3 1.2.2 Demographic Characteristics of Korean Immigrants in British Columbia …………………………………………………………………….. 5 1.3 Significance of the Study …………………………………………………….. 8 1.4 Organization of the Dissertation …………………………………………....... 9 Chapter 2: Literature Review ………………………………………………………... 11 2.1 Introduction ………………………………………………………………...... 11 2.2 Heritage Language Education ……………………………………………...... 11 2.2.1 Definitions of Heritage Language ……………………………………... 13 2.2.2 Identity, Ethnicity, and Language Ideology ………………………….... 18 2.2.3 Integrative and Instrumental Attitudes ……………………………….... 22 2.2.4 Bilingualism ………………………………………………………….... 23 2.2.5 Code-switching ………………………………………………………... 28 2.2.6 Korean Language Education …………………………………………... 29 2.2.6.1 Korean Language Education in BC ……………………………… 30 2.2.6.1.1 Accredited Programs ……………………………………..... 30 2.2.6.1.2 Non-accredited Programs ………………………………….. 32 2.2.6.2 Curriculum Issues………………………………………………… 35 2.3 Computer-medicated Communication (CMC) ………………………………. 39 2.3.1 Identity …………………………………………………………………. 41 2.3.2 Community …………………………………………………………….. 43 2.3.3 Social Presence ………………………………………………………… 45 2.3.4 Language Education ………………………………………………….... 47 2.3.4.1 Second Language Acquisition …………………………………… 48 2.3.4.2 Electronic Literacy ………………………………………………. 50 2.3.5 Social Software (Web 2.0) …………………………………………….. 52 2.3.6 Role of Technology in Maintaining Heritage Language ………………. 53 2.3.7 Why is Technology Meaningful for Koreans? ……………………….... 54 2.4 Research Questions ………………………………………………………….. 55 Chapter 3: Methodology …………………………………………………………….. 57 3.1 Introduction ………………………………………………………………...... 57 3.2 Assumptions of This Study ………………………………………………… 57 iv 3.3 Research Design ……………………………………………………………... 60 3.3.1 Case Study ……………………………………………………………... 62 3.3.2 Participants and Setting ………………………………………………... 63 3.3.3 The Researcher’s Role ………………………………………………..... 68 3.3.4 Data Collection Procedures ……………………………………………. 69 3.4 Data Analysis of the Study …………………………………………………... 71 3.4.1 Social Practice Theory …………………………………………………. 71 3.4.2 Genogram …………………………………………………………….... 72 3.5 Data Presentation…………………………………………………………....... 74 3.6 Trustworthiness of the Study ………………………………………………… 75 3.7 Summary …………………………………………………………………....... 77 Chapter 4: Native Cases: Canada is a Paradise (Over 30 years of Immigrant Life) .... 78 4.1 Introduction ………………………………………………………………...... 78 4.2 The Yu Family (Kijǒng and Kiǔn) …………………………………………... 78 4.2.1 Integrative Attitude..………………………………………………….... 79 4.2.1.1 Indexicality and Identity …………………………………………. 81 4.2.1.2 Filial Piety ……………………………………………………...... 82 4.2.1.3 Desirability of a Korean as a Marriage Partner …………………. 84 4.2.1.4 Nostalgia about Korea …………………………………………… 84 4.2.2 A Wide Variety of Language Practices ………………………………... 85 4.2.2.1 Family Literacy Practices ………………………………………... 89 4.2.2.2 The Best Farming is Your Children ……………………………... 90 4.2.2.3 Language and Culture Practice ………………………………....... 91 4.2.3 Social Practice …………………………………………………………. 92 4.2.3.1 The ‘Excellence’ of Korean Culture …………………………….. 92 4.2.3.2 Emphasis on Family Values……………………………………… 93 4.2.3.3 Communicative Value of Code-switching ………………………. 94 4.2.4 Views of Technology Use ……………………………………………... 98 4.2.5 Online Practice ……………………………………………………….... 99 4.2.5.1 Virtual Community ………………………………………………. 99 4.2.5.2 Presentation of Identity …………………………………………... 101 4.2.5.3 Language and Culture Practice ……………………………........... 102 4.3 The Pak Family (Sharon and Linsey) ………………………………….…...... 104 4.3.1 Integrative and Obligatory Attitudes …………………………………... 106 4.3.1.1 Marking Identity …………………………………………………. 108 4.3.1.2 Intercultural Marriage…………………………………………...... 108 4.3.1.3 Speaking Korean is Obligatory for Koreans …………………….. 109 4.3.2 Sacrificed Language Practice ………………………………………….. 110 4.3.2.1 I Had to Improve My English ……………………………………. 113 4.3.2.2 My Longing for Korea was in My Dream ……………………...... 114 4.3.2.3 Living in the Culture …………………………………………...... 115 4.3.3 Social Practice ………………………………………………………..... 115 4.3.3.1 What Does Multiculturalism Mean? …………………………...... 116 4.3.3.2 Wishes for a Better Job ………………………………………....... 117 4.3.3.3 Extensive Code-switching Use for Successful Communication … 118 v 4.3.4 Views of Technology Use ……………………………………………... 123 4.3.5 Online Practice ........................................................................................ 124 4.3.5.1 Supporting the Family …………………………………………… 124 4.3.5.2 Maintaining a Social Network …………………………………... 125 4.4 A Comparison of the Two Families …………………………………………. 127 4.5 Conclusions ………………………………………………………………...... 130 Chapter 5: Invitation Cases: Curiosity about Immigrant Life (Over 20 years of Immigrant Life) ……………………………………………………………….. 131 5.1 Introduction ………………………………………………………………….. 131 5.2 The Song Family (Yujin and Yulim) ……………………………………....... 131 5.2.1 Integrative and Instrumental Attitudes ………………………………… 132 5.2.1.1 Family Roots and Identity ……………………………………….. 134 5.2.1.2 Instrumental Value of Korean ………………………………….... 135 5.2.2 Extensive Investment and Support …………………………………….. 135 5.2.2.1 Language Practice with Siblings ………………………………… 138 5.2.2.2 Unceasing Support for Heritage Language School ……………… 140 5.2.2.3 Direct Cultural Experience …………………………………….... 141 5.2.3 Social Practice ………………………………………………………..... 142 5.2.3.1 Family Literacy Practices ……………………………………...... 142 5.2.3.2 Importance of Family ……………………………………………. 143 5.2.4 Positive But Concerned Attitudes about Technology Use …………….. 144 5.2.5 Online Practice ………………………………………………………… 145 5.2.5.1 Language Practice ……………………………………………….. 145 5.3 The Hong Family (Jack and Julie) ………………………………………....... 148 5.3.1 Positive Attitudes but No Investment ………………………………..... 150 5.3.2 Children’s Transformed Attitudes …………………………………….. 152 5.3.3 Social Practice ………………………………………………………..... 155 5.3.3.1 Successful Communication ……………………………………… 155 5.3.3.2 Academic Success/Deep Rooted Longing for Success ………….. 157 5.3.4 Ambivalent Views of Technology Use ………………………………... 158 5.3.5 Online Practice ……………………………………………………….... 160 5.3.5.1 Cultural Experience ……………………………………………... 160 5.3.5.2 Trajectory of identity ……………………………………………. 161 5.3.5.3 Language Practice and Korean Identity …………………………. 164 5.4 A Comparison of the Two Families ………………………………………....
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