Skip to main content
SpringerLink
Log in

Discussion and Conclusion

  • Chapter
  • First Online:
Early Study-Abroad and Identities

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

  • 603 Accesses

Abstract

This chapter starts with the discussion of the results. Also, the previous literature and the theoretical framework presented in chapter two are revisited to put all the results together and discuss the main purpose of the study: to delineate the identities of Korean early study-abroad undergraduates in a systematic way with rich and authentic data. I then discussed the implications of this study and suggest several points for further research. Finally, I sum up the impact of this study with concluding remarks.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 16.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Anzaldua, G. (2007). Borderlands, La Frontera: The new mestiza (3rd ed.). San Francisco: Aunt Lute Books.

    Google Scholar 

  • Beck, U. (2002). The cosmopolitan society and its enemies. Theory, Culture & Society, 19(1–2), 17–44.

    Article  Google Scholar 

  • Black, L. L., & Stone, D. (2005). Expanding the definition of privilege: The concept of social privilege. Journal of Multicultural Counseling & Development, 33, 243–255.

    Article  Google Scholar 

  • Choe, H. S., & Park, Y. J. (2006). Parents’ perception and expectations on their children’s heritage and target languages in four Korean-student families. English Language and Linguistics, 21, 97–122.

    Google Scholar 

  • Creese, A., Bhatt, A., Bhojani, N., & Martin, P. (2006). Multicultural, and heritage and learner identities in complementary schools. Language and Education, 20(1), 23–43.

    Article  Google Scholar 

  • D’Amico, D., & Schnee, E. (1997). “It changed something inside of me”: English language learning structural barriers to employment, and workers’ goals in a workplace literacy program. In G. Hull (Ed.), Changing work, changing workers: Critical perspectives on language, literacy and skills. Albany: SUNY Press.

    Google Scholar 

  • Farr, M. (2001). En Los Dos Idiomas: Literacy practice among Chicago Mexicanos. In E. Cushman, E. R. Kintgen, B. M. Kroll, & M. Rose (Eds.), Literacy: A critical sourcebook (pp. 467–487). Boston: Bedford/ St. Martin’s.

    Google Scholar 

  • Gee, J. P. (1996). Social linguistics & literacies: Ideology in discourses (2nd ed.). New York: Routledge Famler.

    Google Scholar 

  • Gordon, D. (2004). “I’m tired. You clean and cook”. Shifting gender identities and second language socialization. TESOL Quarterly, 38(3), 437–457.

    Article  Google Scholar 

  • Hannerz, U. (1990). Cosmopolitans and locals in world culture. Theory, Culture & Society, 7(2), 237–251.

    Article  Google Scholar 

  • Heater, D. (2000). Does cosmopolitan thinking have a future? Review of International Studies, 26(5), 179–197.

    Article  Google Scholar 

  • Hull, G. A. (1997). Changing work, changing workers. New York: SUNY Press.

    Google Scholar 

  • Jeon, M. (2007). Biliteracy development and continua of biliteracy: A case of Korean Americans. Korean Journal of Applied Linguistics, 23(1), 201–215.

    Google Scholar 

  • Kanno, Y. (2003). Negotiating bilingual and bicultural identities. Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Leung, C., Harris, R., & Rampton, B. (1997). The idealized native speaker, reified ethnicities, and classroom realities. TESOL Quarterly, 31(3), 543–560.

    Article  Google Scholar 

  • Martin-Jones, M. (2000). Enterprising women: Multilingual literacies in the construction of new identities. In M. Martin-Jones & K. Jones (Eds.), Multilingual literacies (pp. 149–170). Philadelphia: John Benjamins.

    Google Scholar 

  • Menard-Warwick, J. (2007). ‘Because she made beds. Every day’. Social positioning, classroom discourse, and language learning. Applied Linguistics, 29(2), 267–289.

    Article  Google Scholar 

  • Miller, E. R. (2007). Learning English, positioning for power: Adult immigrants in the ESL classroom. In M. Mantero (Ed.), Identity and second language learning: Culture, inquiry, and dialogic activity in educational contexts (pp. 119–141). Charlotte: Information Age Publishing.

    Google Scholar 

  • Ministry of Education (2003). A report for studying abroad and English language education. Retrieved April 20, 2015 from http://www.moe.go.kr/.

  • Miscevic, N. (1999). Close strangers: Nationalism, proximity and cosmopolitanism. Studies in East European Thought, 51(2), 109–125.

    Article  Google Scholar 

  • Morgan, B. (1997). Identity and intonation: Linking dynamic processes in an ESL classroom. TESOL Quarterly, 31(3), 431–450.

    Article  Google Scholar 

  • Norton, B. (2001). Identity and language learning: Gender, ethnicity and educational change. Hong Kong: Longman.

    Google Scholar 

  • Park, J. K. (2007). Korean parents in ‘English fever’ and their ‘early study-abroad’ children in the U.S.: Parental beliefs and practices concerning first language peers. Doctoral dissertation, Indiana University, Bloomington, IN.

    Google Scholar 

  • Pease-Alvarez, L. (2003). Transforming perspectives on bilingual language socialization. In R. Bayley & S. Schecter (Eds.), Language socialization in bi- and multi-cultural societies. Clevedon: Multilingual Matters.

    Google Scholar 

  • Reyes, I. (2008). Emergent biliteracy in in young Mexican immigrant children. Reading Research Quarterly, 43(4), 374–398.

    Article  Google Scholar 

  • Schecter, S. R., & Bayley, R. (1997). Language socialization practices and cultural identity: Case studies of Mexican-descent families in California and Texas. TESOL Quarterly, 31(3), 513–541.

    Article  Google Scholar 

  • Schieffelin, B. B., & Ochs, E. (1986). Language socialization across cultures. Cambridge: Cambridge University Press.

    Google Scholar 

  • Skilton-Sylvester, E. (2002). Should I stay or should I go? Investigating Cambodian women’s participation and investment in adult ESL programs. Adult Education Quarterly, 53(1), 9–26.

    Article  Google Scholar 

  • Tarrow, S. (2005). The new transnational activism. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Thesen, L. (1997). Voices, discourse, and transition: In search of new categories in EAP. TESOL Quarterly, 31(3), 487–511.

    Article  Google Scholar 

  • Turner, B. S. (2002). Cosmopolitan virtue, globalization and patriotism. Theory, Culture & Society, 19, 45–63.

    Article  Google Scholar 

  • Wang, T. (2007). Adult literacy education in immigrant communities: Identifying policy and program priorities for helping newcomers to learn English. Asian American Justice Center: Annie E. Casey Foundation.

    Google Scholar 

  • Wrigley, H. S., & Guth, G. J. A. (1992). Bringing literacy to life. Issues and options in adult ESL literacy. San Mateo: Aguirre International.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Hanyang University, Seoul, Republic of Korea

    Mun Woo Lee

Authors
  1. Mun Woo Lee
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Mun Woo Lee .

Rights and permissions

Reprints and permissions

Copyright information

© 2016 The Author(s)

About this chapter

Cite this chapter

Lee, M.W. (2016). Discussion and Conclusion. In: Early Study-Abroad and Identities. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-287-910-3_6

Download citation

  • DOI: https://doi.org/10.1007/978-981-287-910-3_6

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-287-908-0

  • Online ISBN: 978-981-287-910-3

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation