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Language Socialization in the Post LANGUAGE SOCIALIZATION IN THE POST-COLONIAL KOREAN DIASPORA IN JAPAN: LANGUAGE IDEOLOGIES, IDENTITIES, AND LANGUAGE MAINTENANCE by Jeonghye Son B.A., Catholic University of Korea, 1998 M.A., Tokyo University of Foreign Studies, 2004 M.A., The University of British Columbia, 2008 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in The Faculty of Graduate and Postdoctoral Studies (Asian Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2017 © Jeonghye Son, 2017 ABSTRACT This ethnographic research investigates Korean language socialization within the Korean resident (Zainichi Korean) community in Japan, particularly focusing on the community connected to Chongryun (pro-North Korean organization) schools. That is, this study seeks to find (1) how Korean children in the community of Chongryun schools are socialized to learn and use Korean and (2) how they are socialized through language to culturally significant values, beliefs, and identities that affect their Korean development. To this end, I collected data through participant observation in a Chongryun middle school and school-related events, audio and video-recorded family interactions, and interviews with schoolteachers, students, and parents. The study results show that the younger generation in this community were exposed and socialized into multiple language ideologies that linked the Korean language not only to Korean identity and the space of school, but also to morality (e.g., a good student, patriot), politeness, the status of Chongryun school students, and foreignness/outcast through participating in a variety of interactional practices. Also, in this study I paid attention to the agency of Chongryun school students and found that their socialization outcomes were partial, selective, and situational. In other words, not only did they play a part in reproducing and reinforcing the existing ideologies of language and ethnic boundaries (i.e., Japanese vs. Koreans) but they also contributed to redefining the relationship between the Korean language and Korean identity and reorganizing the evaluative order of Korean varieties. Lastly, I argue that the sociocultural phenomena engendered by globalization (e.g., Korean Wave and power of English) motivated some students to further improve their Korean proficiency on the one hand, but on the other hand, they demotivated others in continuing to study and maintain their Korean abilities in the future. ii PREFACE This dissertation is an original intellectual product of the author, Jeonghye Son. The fieldwork reported from Chapter 4 through Chapter 7 was covered by UBC Ethics Certificate number H09- 01452 that was approved under the project title “Colonial and post-colonial fates of Korean: Language, identity and ideology at home and in diaspora.” iii TABLE OF CONTENTS ABSTRACT .................................................................................................................................... ii! PREFACE ...................................................................................................................................... iii! TABLE OF CONTENTS ............................................................................................................... iv! LIST OF TABLES .......................................................................................................................... x! LIST OF FIGURES ....................................................................................................................... xi! ACKNOWLEDGEMENTS .......................................................................................................... xii! DEDICATION ............................................................................................................................. xiii! CHAPTER 1 INTRODUCTION .................................................................................................... 1! 1.1 Prologue ................................................................................................................................ 1! 1.2 Purposes of the Study............................................................................................................ 2! 1.3 Early Studies on Korean Language Education and Maintenance in Japan ........................... 5! 1.4 Limitations of Early Studies ................................................................................................. 8! 1.5 Research Questions ............................................................................................................. 11! 1.6 Theoretical Frameworks ..................................................................................................... 11! 1.6.1 Language Socialization ................................................................................................ 12! 1.6.2 Language Ideologies .................................................................................................... 13! 1.6.3 Identity and Language Learning .................................................................................. 16! 1.7 Significance of the Study .................................................................................................... 18! 1.8 The Term for Koreans in Japan .......................................................................................... 19! 1.9 Structure of the Dissertation ............................................................................................... 19! CHAPTER 2 HISTORICAL AND SOCIOPOLITICAL CONTEXTS OF THE STUDY .......... 21! 2.1 Introduction ......................................................................................................................... 21! 2.2 The Rise of Korean Communities in Japan ........................................................................ 21! 2.2.1 Colonial Migration to Japan (1910-1945) .................................................................... 21! 2.2.2 Homecoming and Staying Behind in Postwar Japan ................................................... 25! 2.3 Zainichi Koreans’ Identity Politics in Postwar Japan ......................................................... 29! 2.3.1 Regaining the Status of Korean Nationals ................................................................... 29! iv 2.3.2 Korean Ethnic Schools ................................................................................................. 33! 2.3.3 Establishment of Chongryun ........................................................................................ 36! 2.4 Change and Diversity in Zainichi Korean Community ...................................................... 38! 2.4.1 Emergence of New Identity Discourses ....................................................................... 38! 2.4.2 Curricular Reform of Chongryun Schools ................................................................... 40! 2.4.3 The Ambivalent Status of Zainichi Koreans in the 21st Century ................................ 43! 2.5 Summary ............................................................................................................................. 47! CHAPTER 3 RESEARCH METHODOLOGY ........................................................................... 49! 3.1 Introduction ......................................................................................................................... 49! 3.2 Research Sites ..................................................................................................................... 49! 3.2.1 Kansai Korean School .................................................................................................. 49! 3.2.2 Hana Korean School .................................................................................................... 51! 3.3 Participants .......................................................................................................................... 52! 3.3.1 Teachers in Kansai Korean School .............................................................................. 52! 3.3.2 Teachers in Hana Korean School ................................................................................. 54! 3.3.3 Students in Kansai Korean School ............................................................................... 55! 3.3.4 Parents .......................................................................................................................... 57! 3.4 Data Collection ................................................................................................................... 60! 3.4.1 Participant Observation ................................................................................................ 60! 3.4.1.1 Kansai Korean School ........................................................................................... 60! 3.4.1.2 Hana Korean School ............................................................................................. 61! 3.4.2 Interviews ..................................................................................................................... 62! 3.4.2.1 Teachers ................................................................................................................ 62! 3.4.2.2 Students ................................................................................................................. 62! 3.4.2.3 Parents ................................................................................................................... 63! 3.4.3
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