Abstract
This chapter examines a Korean multilingual student’s language ideology and the trajectory of her transnational identity negotiations in English classes through the lens of translingual practice. The ethnographic case study highlights how a multilingual student's literacy practices brought to the classrooms were both unrecognized and challenged along with the monolingual language ideology prevalent among her peers and teacher. The analysis reveals the student's successful and unsuccessful transnational negotiations across different courses she was taking. The chapter concludes by discussing implications for research on language learning and teaching as well as world Englishes.
This is a preview of subscription content, log in via an institution to check access.
References
Ayash, N. B. (2016). Conditions of (im)possibility: Postmonolingual language representations in academic literacies. College English, 78(6), 555–577.
Baik, M. J. (1994). Syntactic features of Englishization in Korean. World Englishes, 13(2), 155–166.
Blommaert, J. (2007). Sociolinguistics of scale. Intercultural Pragmatics, 4(1), 1–19.
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge, UK: Cambridge University Press.
Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods. Needham Heights, MA: Allyn & Bacon.
Canagarajah, S. (1993). Critical ethnography of a Sri Lankan classroom: Ambiguities in student opposition to reproduction through ESOL. TESOL Quarterly, 27(4), 601–626.
Canagarajah, S. (2006). After disinvention: Possibilities for communication, community and competence. In S. Makoni & A. Pennycook (Eds.), Disinventing and reconstituting languages. Clevedon, UK: Multilingual Matters.
Canagarajah, S. (2013a). Negotiating translingual literacy: An enactment. Research in the Teaching of English, 48(1), 40–67.
Canagarajah, S. (2013b). Translingual practice: Global Englishes and cosmopolitan relations. New York, NY: Routledge.
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–115.
Dovchin, S. (2015). Language, multiple authenticities and social media: The online language practices of university students in Mongolia. Journal of Sociolinguistics, 19(4), 437–459.
García, O. (2009). Bilingual education in the 21st century. Oxford: Wiley-Blackwell.
García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. New York, NY: Palgrave Macmillan.
Guerra, J. (2016). Cultivating a rhetorical sensibility in the translingual writing classroom. College English, 78(3), 228–233.
Heller, M. (1999). Linguistic minorities and modernity: A sociolinguistic ethnography. London: Continuum.
Hornberger, N., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(3), 261–278.
Horner, B., Lu, M., Royster, J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303–321.
Lam, W. S. E. (2000). Second language literacy and the design of the self: A case study of a teenager writing on the internet. TESOL Quarterly, 34(3), 457–483.
Lam, W. S. E. (2013). Multilingual practices in transnational digital contexts. TESOL Quarterly, 47(4), 820–825.
Lam, W. S. E., & Warriner, D. (2012). Transnationalism and literacy: Investigating the mobility of people, languages, texts, and practices in contexts of migration. Reading Research Quarterly, 47(2), 191–215.
Lorimer Leonard, R. (2014). Multilingual writing as rhetorical attunement. College English, 76(3), 227–247.
Lu, M. (1994). Profession multiculturalism: The politics of style in the contact zone. College Composition and Communication, 45(4), 442–458.
Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. London: Longman.
Pennycook, A. (2008). Multilithic English(es) and language ideologies. Language in Society, 37, 435–444.
Rüdiger, S. (2014). The nativization of English in the Korean context: Uncharted territory for World Englishes. English Today, 30, 11–14.
Shim, R. J. (1994). Englishized Korean: Structure, status, and attitudes. World Englishes, 13(2), 225–244.
Shim, R. J. (1999). Codified Korean English: Process, characteristics and consequence. World Englishes, 18(2), 247–258.
Warriner, D. (2007). Transnational literacies: Immigration, language learning, and identity. Linguistics and Education, 18, 201–214.
Woolard, K. A. (1996). Language ideology: Issues and approaches. Pragmatics, 2(3), 235–249.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Lee, E. (2017). ‘Korean is Forbidden’: Translingual Negotiation of Local Language Ideologies Across Transnational Spaces. In: Jenks, C., Lee, J. (eds) Korean Englishes in Transnational Contexts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-59788-1_9
Download citation
DOI: https://doi.org/10.1007/978-3-319-59788-1_9
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-59787-4
Online ISBN: 978-3-319-59788-1
eBook Packages: Social SciencesSocial Sciences (R0)