Bilingual, Bicultural, and Binominal Identities: Personal Name Investment and the Imagination in the Lives of Korean Americans

Thompson, Riki

doi:10.1207/s15327701jlie0503_1

Cited by 43 publications

(38 citation statements)

References 20 publications

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“…In this paper, student naming choices support Edwards' (2006) points about the choice of English names as representative of resistance, power, and the image of Chinese students and foreign teachers as cultural "others", just as they connect to Thompson's (2006) discussion of investment and imagination of English-speaking communities. However, in the narratives and discussions about student naming practices presented below, the dialogue and discussion over naming choices is a much more fluid and complex process that side-steps overly determined relationships between place, identity, and culture.…”

Section: Recent Work In Applied Linguistics On Identity and Namesmentioning

confidence: 80%

“…In addition to Makoni et al's (2007) call for more studies that incorporate a grounded perspective on the complexity of naming practices, Thompson (2006) argues that academic studies of naming practices have tended to focus primarily on discrete psychological considerations such as self-esteem, personality disorders, and the effects of uncommon names on child development. Alternatively, in her study of the names of Korean immigrants in the United States, Thompson draws on language socialization theories (Norton, 2000;Rymes, 1986;Wenger, 1999) in arguing that for second language learners and immigrants, the practice of adopting an English name is a complicated decision that involves the co-construction of identities and investments in multiple communities of practice.…”

Section: Recent Work In Applied Linguistics On Identity and Namesmentioning

confidence: 99%

“…Edwards (2006), mentioned above, is the first -and to my knowledge only -study of the English names of Chinese students. Similar to Thompson (2006), she draws on language socialization perspectives to analyse the compliance of Chinese students to English language naming traditions, adding more analysis of English names as resistance to British culture. She writes that "the tensions experienced with regard to names and their use in the classroom is an example, at a fundamental level, of strategies of compliance and resistance adopted by students vis-à-vis British culture and learning English" (p. 95).…”

Section: Recent Work In Applied Linguistics On Identity and Namesmentioning

confidence: 99%

“…In addition, many students change their names as they advance in proficiency and experience but others do not, and more longitudinal views of English names, similar to Thompson's (2006) research into Korean immigrant names, would be particularly revealing, particularly as students leave university and enter the work world. Finally, larger survey and interview projects could garner more data as well as comparisons across university contexts within China or between university English learners in multiple countries.…”

Section: Conclusion: Implications For Elt In China and Local Pedagogiesmentioning

confidence: 99%

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“My name is Money”: name choices and global identifications at a South-Chinese university

McPherron¹

2009

Asia Pacific Journal of Education

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Recent communicative language teaching reforms in China have focused on the creative use of English in classroom activities. In response to these reforms, many students have chosen to use English names in classroom, online, and professional contexts, particularly with foreign teachers. Based at a university closely linked to national teaching reforms, this article examines the reasons why university students in China select their English names, and the roles foreign and Chinese teachers play in these choices. Data include interviews with student and teacher participants, student journals from a classroom project on English names, and multiple discussions at a student English club. The article reveals that many students choose English names that are associated with foreign English-speaking communities, but other students chose names that represent their individuality, playfulness, and creativity. The article ends with a discussion of how English name choices complicate the separation of local and global spaces and can become a revealing topic in language classrooms, provoking playful appropriation as well as critical reflection on language learning.

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Section: Recent Work In Applied Linguistics On Identity and Namesmentioning

confidence: 80%

Section: Recent Work In Applied Linguistics On Identity and Namesmentioning

confidence: 99%

Section: Recent Work In Applied Linguistics On Identity and Namesmentioning

confidence: 99%

Section: Conclusion: Implications For Elt In China and Local Pedagogiesmentioning

confidence: 99%

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“My name is Money”: name choices and global identifications at a South-Chinese university

McPherron¹

2009

Asia Pacific Journal of Education

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“…A considerable number of identity studies in the field (Kanno, 2003;Kramsch & Von Hoene, 2001, Lantolf & Pavelenko, 2001Lin, Wang, Akamatsu, & Riazi, 2002;Lvovich, 1997;Marx, 2002;McKay & Wong, 1996;Norton, 1995Norton, , 1997Norton, , 2000Skapoulli, 2004;Thompson, 2006) attest to this trend. As Norton (1995) points out, interest in identity has resulted from the recognition that learning a second language does not entail merely obtaining linguistic knowledge.…”

Section: Introductionmentioning

confidence: 95%

Asian English language learners’ identity construction in an after school literacy site

Choi

2009

JAPC

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The importance of students' identity development has increasingly been acknowledged in the fields of second language acquisition and literacy research. In the cases of two populations receiving growing attention in the research literature, English Language Learners (immigrant students learning English in school settings) and Heritage Language Learners (students attempting, informally or formally, to learn or further develop a language other than English that is spoken in the home environment), identity construction is an especially complicated process. These students move between two environments, one where the native language and culture are represented and another where a second or target language and its culture are engaged. Determining where and with whom they affiliate academically, culturally, linguistically, and socially is an ongoing process. This article describes a qualitative study of four Asian adolescent English Language Learners who participated in an after school literacy club where, through reading multicultural literature and responding to the literature and each other through face to face discussions and electronically via a Wiki site within a Read, Talk, and Wiki (RTW) format, they also engaged in a process of identity construction. The article examines how the RTW club created an important space in which this process occurred and how the students made use of this setting.

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Characteristics of Korean personal names

Kim

Cho

2012

J Am Soc Inf Sci Tec

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Korea, along with Asia at large, is producing more and more valuable academic materials. Furthermore, the demand for academic materials produced in non-Western societies is increasing among English-speaking users. In order to search among such material, users rely on keywords such as author names. However, Asian nations such as Korea and China have markedly different methods of writing personal names from Western naming traditions. Among these differences are name components, structure, writing customs, and distribution of surnames. These differences influence the Anglicization of Asian academic researchers' names, often leading to them being written in various fashions, unlike Western personal names. These inconsistent formats can often lead to difficulties in searching and finding academic materials for Western users unfamiliar with Korean and Asian personal names. This article presents methods for precisely understanding and categorizing Korean personal names in order to make academic materials by Korean authors easier to find for Westerners. As such, this article discusses characteristics particular to Korean personal names and furthermore analyzes how the personal names of Korean academic researchers are currently being written in English.

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Bilingual, Bicultural, and Binominal Identities: Personal Name Investment and the Imagination in the Lives of Korean Americans

Cited by 43 publications

References 20 publications

“My name is Money”: name choices and global identifications at a South-Chinese university

“My name is Money”: name choices and global identifications at a South-Chinese university

Asian English language learners’ identity construction in an after school literacy site

Characteristics of Korean personal names

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