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Multilingual Identity Formation Through Korean Language Learning

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Multilingual Identity Formation Through Korean Language Learning Western University Scholarship@Western Electronic Thesis and Dissertation Repository 8-22-2017 12:00 AM Language as Function or Fashion? Multilingual Identity Formation Through Korean Language Learning Hannah C. Cho The University of Western Ontario Supervisor Dr. Karen Pennesi The University of Western Ontario Graduate Program in Anthropology A thesis submitted in partial fulfillment of the equirr ements for the degree in Master of Arts © Hannah C. Cho 2017 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Linguistic Anthropology Commons Recommended Citation Cho, Hannah C., "Language as Function or Fashion? Multilingual Identity Formation Through Korean Language Learning" (2017). Electronic Thesis and Dissertation Repository. 4863. https://ir.lib.uwo.ca/etd/4863 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract This research examines identity in relation to the Korean language learning experiences of non-Korean and ethnic Korean learners. Based on participant observation and interviews done in Toronto and an international online survey, I use a language- ideological perspective to look at why and how people choose to learn (or not learn) a particular language. Specifically, I analyze how nationalist, functionalist and cosmopolitan language ideologies position learners in various ways and in turn, affect their sense of ethnic, cultural and other forms of identity. I show how these ideologies are interrelated and have different effects on how the identities of non-Koreans and ethnic Koreans are constructed based on their respective statuses as outgroup and ingroup members learning Korean. This research provides a better understanding of the motivations behind heritage and minority language learning, and suggests a less homogeneous conceptualization of heritage language learners. Keywords language ideology, Korean language, heritage language learning, minority language learning, identity i Acknowledgments Firstly, I would like to express my gratitude to my supervisor, Dr. Karen Pennesi for her kindness and encouragement throughout the entire process. I would not have been able to do this without her as my supervisor. I feel so fortunate to have had her continual support, especially during times of self-doubt and difficulties during the writing process. She was always willing to make time to meet with me despite her busy schedule and I am so thankful for her wisdom, advice and guidance. Thank you to all of my participants and friends who volunteered their time to be part of this study, especially to Rose, Cathy and Jessica. I am also grateful to Claire for the well-needed encouragement during the early stages of this study. A special thank you also goes to Professor Kim for being so supportive of my research and allowing me to recruit her students. I would also like to thank SSHRC and Western for providing me with the financial support needed to complete this study. With three other members of my family currently in school, this greatly alleviated our financial worries. I want to thank my parents for always being there for emotional support, especially during the difficult times and for pushing me to go beyond the limits I tend to set for myself. Both of you have helped me achieve something I never would have thought was possible. Thank you for being my source of strength and for always reminding me to be grateful for the opportunities that I have. Thank you also to my grandparents who have supported and helped me more than I deserve during this journey. A final thank you to my siblings, Kimberly and Brandon, who I could not imagine life without. ii Table of Contents Abstract ............................................................................................................................... i Acknowledgments ............................................................................................................. ii Table of Contents ............................................................................................................. iii Chapter One: Introduction .............................................................................................. 1 Linguistic context of Korean language learning ........................................................... 3 Theoretical framework ................................................................................................... 5 Notes on terminology .................................................................................................... 7 Methodology .................................................................................................................. 9 Summary of chapters ................................................................................................... 13 Chapter Two: "Language is identity" .......................................................................... 16 Nationalist language ideology ..................................................................................... 16 Non-Koreans ................................................................................................................ 17 "I know I'm not Korean" ....................................................................................... 17 Ethnic Koreans ............................................................................................................. 20 Shared cultural heritage and ethnicity ................................................................... 20 Expectations for a homogeneous Korean identity ................................................ 22 Contested meanings of Korean, Canadian and dual identity ................................ 28 Conclusion .................................................................................................................. 36 Chapter Three: Korean as a Practical Resource ......................................................... 38 Functionalist language ideology ................................................................................. 38 Non-Koreans ................................................................................................................ 40 The pursuit of economic and material gains ......................................................... 40 Seeking cultural understanding and connections with others ............................... 41 Ethnic Koreans ............................................................................................................. 48 Economic gain and career opportunities ............................................................... 48 Improving communication with family ................................................................ 50 Conclusion .................................................................................................................. 54 Chapter Four: Coolness and Cosmopolitanism ........................................................... 55 Cosmopolitan language ideology ................................................................................ 55 Non-Koreans ................................................................................................................ 62 iii Different is cool .................................................................................................... 62 An individual and unique identity......................................................................... 69 Race, class and privilege ....................................................................................... 74 Ethnic Koreans ............................................................................................................. 80 Cosmopolitanism and heritage .............................................................................. 80 Conclusion .................................................................................................................. 81 Chapter Five: Conclusion............................................................................................... 83 References ........................................................................................................................ 91 Appendix A: Survey Questions ...................................................................................... 97 Appendix B: Coded Themes .......................................................................................... 99 Ethics Approval ............................................................................................................. 100 Curriculum Vitae .......................................................................................................... 101 iv 1 Chapter One: Introduction On the first day of my fieldwork in Toronto, I arrived at a Korean language class held by the Korean Education Centre in Canada (KEC). Leading up to that day, I had framed my research questions around the experiences of heritage language learners, hoping to better understand how language learning affects their conception of identity. In the “About Us” section on the KEC website, the director indicated that the KEC was “an organization dedicated to educating Korean-Canadians about the Korean language and culture to maintain and increase their pride in their Korean heritage.” Seeing the obvious connections with my research objectives, I contacted the Korean
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