“GIREOGI GAJOK”: TRANSNATIONALISM AND LANGUAGE LEARNING by Hyunjung Shin A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education University of Toronto © Copyright by Hyunjung Shin (2010) “GIREOGI GAJOK”: TRANSNATIONALISM AND LANGUAGE LEARNING Doctor of Philosophy, 2010 Hyunjung Shin Department of Curriculum, Teaching and Learning University of Toronto Abstract This dissertation examines effects of globalization on language, identity, and education through the case of four Korean jogi yuhak (early study abroad) students attending Toronto high schools. Resulting from a 2.4-year sociolinguistic ethnography on the language learning experiences of these students, the thesis explores how globalization-- and the commodification of language and corporatization of education in the new economy, in particular--has transformed ideas of language, bilingualism, and language learning with respect to the transnational circulation of linguistic and symbolic resources in today‘s world. This thesis incorporates insights from critical social theories, linguistic anthropology, globalization studies, and sociolinguistics, and aims to propose a ―globalization sensitive‖ Second Language Acquisition (SLA) theory. To better grasp the ways in which language learning is socially and politically embedded in new conditions generated by globalization, this new SLA theory conceives of language as a set of resources and bilingualism as a social construct, and examines language learning as an economic activity, shaped through encounters with the transnational language education industry. ii The analysis examines new transnational subjectivities of yuhaksaeng (visa students), which index hybrid identities that are simultaneously global and Korean. In their construction of themselves as ―Cools‖ who are wealthy and cosmopolitan, yuhaksaeng deployed newly-valued varieties of Korean language and culture as resources in the globalized new economy. This practice, however, resulted in limits to their acquisition of forms of English capital valued in the Canadian market. As a Korean middle class strategy for acquiring valuable forms of English capital, jogi yuhak is caught in tension: while the ideology of language as a skill and capital to help an individual‘s social mobility drives the jogi yuhak movement, the essentialist ideology of ―authentic‖ English makes it impossible for Koreans to work it to their advantage. The thesis argues that in multilingual societies, ethnic/racial/linguistic minorities‘ limited access to the acquisition of linguistic competence is produced by existing inequality, rather than their limited linguistic proficiency contributing to their marginal position. To counter naturalized social inequality seemingly linguistic in nature, language education in globalization should move away from essentialism toward process- and practice- oriented approaches to language, community, and identity. iii Acknowledgements A great number of people have helped me during this ―long‖ journey. This thesis journey literally involved the longest institutional affiliation I have ever experienced in my life, during which I observed former M.A. studies colleagues getting married, having a few children, and establishing careers in new destinations, sometimes even after obtaining a Ph.D. degree. Nevertheless, I have not yet mastered the art of writing to adequately express my heartfelt gratitude for every single individual who has supported and sustained me at various crucial points along the way. First of all, my deepest gratitude goes to the four students, Yu-ri, Su-bin, Yu-bin, and Se-jun, and their families who graciously shared their time and life stories with me. I would like to extend my sincere thanks to all the secondary participants both in Canada and in Korea for their support and insights. As Se-jun remarked during a research interview, ―Oh then, it‘s like you live my life twice‖; these individuals made me to reflect on what it means to be an ethnographer and further motivated me to produce an interesting and convincing story of their lives to urge people to think about the significant issues this story raises. I am eternally grateful to you all for your generosity, trust, and inspirations. I have been extremely fortunate to work with an amazing thesis committee of world-class scholars and incredible human beings. My thesis co-supervisors, Dr. Jim Cummins and Dr. Monica Heller, demonstrated what can be gained from a co- supervision arrangement through their complementary expertise and first-rate supervision practices. Jim has witnessed all my struggles from the very beginning of this journey. He has always been tremendously patient, flexible, and supportive while helping me to iv maintain a balanced perspective of the field of second language education and the theory and practice connection. It is not only his work, but his modesty, compassion, and understanding of and respect for his students, that has offered me a model path that I would like to follow as an academic. Jim, I would not have been able to begin nor survive my doctoral work at OISE without you and your research. Being a walking example of a first-rate ethnographer, Monica‘s courses, feedback, and our conversations have taken me a step further in my growth as an ethnographer and sociolinguist as well as an applied linguist. She has also patiently watched and allowed me to go through the struggles that were required to produce this work and was always willing to offer structured guidance when needed. After talking with her, I always felt reassured that I was right in what I believed in and what I was doing. Monica, I trust that you understand how much I admire you and your research. Dr. Tara Goldstein has always amazed me with her talent of being strict, challenging and critical in her interactions with students, and yet wonderfully supportive and personable at the same time. I would like to offer my sincerest thanks to all of you for your support and unwavering trust in me even at times when I began to lose confidence in myself. It has been a genuine pleasure and privilege to work with a committee who I can trust and respect for not only nourishing me intellectually, but also personally. My external examiner, Dr. Bonny Norton, has always been an incredibly supportive senior scholar whose work was an inspiration for my own research. She obviously heard my message, rewarded my time and effort with her thoughtful and very generous report, and asked insightful questions which made the defence discussion a joy. My internal examiner, Dr. Katherine Rehner, engaged with my work and provided a good v example of what an internal examiner can contribute. Thank you both for making the final stage of my thesis journey celebratory. In addition to my committee members, however, I cannot imagine going through this long, hard process of professional and personal growth without the support of others located in various parts of the globe. They offered me sympathetic ears, trust in my scholarly capacity, words of wisdom during the painfully slow processes of thesis writing and personal difficulties, academic conversations, and last-minute editorial help, as well as dine-out chats, home-made dishes, and Whole Foods gift cards for the nutritional well- being of a student cook. I will not be able to list all names of the individuals who deserve my words of sincere thanks and appreciation; however, two names deserve recognition. Dr. Merrill Swain has always been unbelievably generous in sharing her time and wisdom with me and served as a role model of a supportive senior scholar outside of one‘s own immediate research areas. Ena Lee showed me what a friend with a first-hand understanding and empathy towards the thesis writing experience can do to make this experience as much about personal growth as it is about professional growth. I can hardly find words to express what the support of both of you has meant to me, and I will pass your spirit to other students who I will meet along my future career trajectories. I also owe my gratitude to beautiful, shiny spring and summer days in Toronto that enabled me to survive the ―nothing but thesis writing‖ months in 2009 without losing my mind. My thanks and condolences are due to all the plants who sacrificed their lives to make the days of writing locked in a condo unit during the dull, severe Toronto winter bearable. Last, but certainly not least, I offer my unending thanks to my family for all of their love, support, trust in me, and for sheltering me. Although I have always tried to vi prioritize my academic growth over the real-life demands, the only moment I regretted not having rushed to put the three letters ―Ph.D.‖ in front of my name was when I learned last year that my mother would not survive the too long a process of completing the thesis. Mom, your unconditional love and trust in me have been the primary source of my self-confidence and the love and respect I have for myself and others. I love you and I know you have always been with me. We will celebrate together over the Christmas break! To thank you, I return this story to all of you who made this thesis possible. vii Table of Contents Abstract ............................................................................................................................... ii Acknowledgements ...........................................................................................................