Imagined Communities, Language Learning and Identity in Highly Skilled Transnational Migrants: A Case Study of Korean Immigrants in Canada By Hyekyung (Kay) Song A Thesis submitted to the Faculty of Graduates Studies of The University of Manitoba in partial fulfilment of the requirements of the degree of MASTER OF EDUCATION in Department of Curriculum, Teaching & Learning University of Manitoba Winnipeg, Manitoba Copyright ! 2010 by Hyekyung Song Library and Archives Bibliothèque et Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l’édition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre référence ISBN: 978-0-494-70216-1 Our file Notre référence ISBN: 978-0-494-70216-1 NOTICE: AVIS: The author has granted a non- L’auteur a accordé une licence non exclusive exclusive license allowing Library and permettant à la Bibliothèque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par télécommunication ou par l’Internet, prêter, telecommunication or on the Internet, distribuer et vendre des thèses partout dans le loan, distribute and sell theses monde, à des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, électronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. 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Abstract With the global trend of transnational migration, a huge influx of highly skilled immigrants has been influencing Canadian society and economy. However, there is little literature that illuminates highly skilled migrants’ workplace experiences and their identities in terms of second language acquisition. This multiple case study explores three highly skilled Korean immigrants’ experiences, focusing on the interplay of their language learning, identity, and workplace communities. Grounded in the notion of “imagined communities” (Kano & Norton, 2003) and the theory of “communities of practice” (Lave & Wenger, 1991), this study analyzes the process of how highly skilled migrants have constructed their imagined workplace communities. By revealing the multiple dynamic negotiations co-constructed by the workplace contexts and the individuals, this study shows the interlocked relationship between second language learning, identity, and the given community. This study also argues the importance of membership and positive social arrangements in a community for language learning. ii Acknowledgement Genuine and continuous support from many people has completed this thesis journey. Without their assistance, I would never have accomplished this thesis as well as another learning opportunity in my life. First of all, I deeply appreciate the participants of this study, named Lily, Charles, and Whitney for their valuable sharing. They shared with me their life stories, experiences, inner voices, and priceless insights, which ultimately composed this study. I am most grateful to my adviser, Dr. Clea Schmidt, who has witnessed the whole journey since the beginning. Her expert advice, guidance, and continuous encouragement have sustained this journey, and her valuable suggestions deepened this study. At the same time, sincere thanks are extended to my committee members, Dr. Yi Li and Dr. Grace Ukasoanya. Their insightful comments, critical suggestions, and warm support from the proposal until the final draft are greatly appreciated. Encouragement from my family members has also been a motivation and power which have sustained this journey: my parents who have always trusted in my potential to contribute to society, my children who encouraged me with inspirations and creativity, and lastly, my husband who has always been there with endless support. iii This thesis is dedicated to my parents, my children, Seiwon and Yoonsik, and my husband, Jeongsoo. Your everlasting love, encouragement, and support have filled my life with opportunities for learning, joy and endless inspirations. iv Table of Contents Abstract…………………………………………………………………………….........ii Acknowledgements……………………………………………………………………..iii Dedication……………………………………………………………………………….iv Table of Contents…………………………………………………………………….….v List of Tables…………………………………………………………………….....…viii List of Figures………….…………………………………………………………..….viii Chapter One: Introduction and Literature Review The Initiation of Inquiry……….…………………………………….. …….……..1 The Influx of Korean Migrants in Canada…………………….…………….…….6 Korean Migration in Canada………...……………………….…………..8 The Features of Recent Korean Immigrants………………………………9 Highly Skilled Immigrants in Canada …………………………………………...12 The Influx of Highly Skilled Immigrants in Canada…………………….12 The Barriers Highly skilled Immigrants Face in Canada…………..…...14 Language Barrier and Korean Immigrants ……..………………………17 Second Language Learning and Immigrants…………………………………….20 Korean Immigrant Learners in SLA……………………………………..22 Statements of Research Problem…..…………………………………………….24 Statement of Purpose and Research Questions……………………………..…...26 Significance of the Study…….……………………………...……………………27 Academic Significance…………………………………………………..27 Practical Significance...…………………………………………………29 Chapter Two: Conceptual and Theoretical Framework Poststructural Notions and Sociocultural Perspectives in SLA………………….32 Language and Language Learning …………………………….…….....32 Identity …………………………………………………………………..33 Identity and Subjectivity….……………………………………………...34 Language Learning as Situated Social Practice……...………………….36 Conceptualizing the Notion of “Imagined Communities”……………………….39 The Function of Imagination…………………………………………… 39 Imagination as a Social Practice. …………….…………………39 The Educational Function of Imagination. ..…………………….41 The notion of Imagined Communities………………………...…….……42 The Term, Imagined Communities……………………….………………43 Definition of Imagined Workplace Communities.………………..44 v Communities of Practice: From Virtual to Actual……………………….45 Investment.…………………………………………...…………..47 Communities of Practice for Imagined Communities……….…………...48 Legitimate Peripheral Participation (LPP). …………………….49 Negotiation of Competence and Identity in a COP. ..….………..50 Belonging to Communities. ...……………………………………51 Multiple and Contesting Imagined Communities………………………..53 Individual Level. ………………..……………………………….54 Structural / Institutional Level. ……………..…………………...56 Local & Global or Dominant & Subordinate Levels. ………..….57 Conclusion……………………………………………………………………….59 Chapter Three: Methodology Qualitative Inquiry……………………………………………………………….62 Features of Qualitative Inquiry……………………………………..…...63 Case Study……………………………………………………………………….64 Multiple Case Study……………………………………………………………...66 Sampling………………………………………………………………….……...66 Data Collection Procedure……………………...……………………………….67 In-Depth Interviews……………………...………………………………67 Document Review…………………………….………………………….71 Data Analysis ………………………………………………………....................72 Researcher and the Participants…………………..…………………………….73 Conclusion……………………………………………………………………….74 Chapter Four: Introducing the Participants: Their Life Stories and Contexts Introduction……………………………...……………………………………….75 Lily…..………………….……………………………..………………………….76 Charles…………………………………………………………………...………80 Whitney…………………………………………………………………………..83 Chapter Five: Migration, Expectations of Working, and Imagination Introduction………………………………………………………………………89 Reasons for Migration and Expectations of Working……………………….…...90 Lily: Sustaining Career and Family Life in Balance as a Woman Worker……………………………………………………………………91 Whitney: Quality of Life and Better Workplace Environments for Women Workers………………………………………………………….……….94 Charles: Getting into the Same Profession in Canada…………………..98 Images of Working in Canada………………………………………….100 Overall Fulfillment of Expectations….…………………………………………102 Summary and Discussion…………….…………………………………………107 vi Chapter Six: Language Learning, Investment, and Paths of Integration Towards Workplace Communities Introduction…………………………………………………………………….112 Lily: Institutionally Structured Process Approach……………………………..113 Charles: School- Educational Approach..…...………………….………...……120 Whitney: Networking and Immigrant Service Program Approach……………..127 Summary and Discussion……………………………………………………….134 Language Learning and Identity………………………………………. 136 Language Proficiency or Skills…………………………………………138 Chapter Seven: Participating in a Community of Practice: Challenges and Negotiation of Competence and Identity Introduction……….…………………………………………………………….143 “Revealing the Inner Character”, Language, Power relations, and Positionalities: Lily…..........................................................................................144