Survival, Adjustment, and Acculturation of Newly Immigrated Families With School-Age Children: Cases of Four Korean Families

Cho, Eun Kyeong; Shin, Sung Tae

doi:10.1080/15595690701752351

Cited by 17 publications

(12 citation statements)

References 3 publications

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“…This view will lead these teachers to acknowledge and accept the students' multicultural and ''cosmopolitan'' belonging, which encompasses the binary notion of ''mainstream'' or ''minority'' culture and identity. Providing pre-and in-service ESL teachers with knowledge about these areas is critical, because they play an important role in ESA (and other migrant) families' adjustment in school and wider communities; ESL teachers often work closely with these families, helping them set goals for their children's English learning and socializing them into the school specific culture and norms (Cho & Shin, 2008).…”

Section: Implications For Language Teacher Educationmentioning

confidence: 99%

Globalization, Children's Study Abroad, and Transnationalism as an Emerging Context for Language Learning: A New Task for Language Teacher Education

Song¹

2011

TESOL Quarterly

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Section: Implications For Language Teacher Educationmentioning

confidence: 99%

Globalization, Children's Study Abroad, and Transnationalism as an Emerging Context for Language Learning: A New Task for Language Teacher Education

Song¹

2011

TESOL Quarterly

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“…South Korean critics often lambast jogi yuhak parents for their ‘overzealous’ investment in their children, and also for spending too much capital abroad. In particular, the split family arrangement ( gireogi gajok ), in which mothers and children live outside of Korea while fathers work in Korea, has been criticized on moral grounds, as it is seen as contributing to the breakdown of family relations and family values (Cho and Shin 2008; Choi 2007; Kim 2001; Kim 2005). However, despite such efforts to differentiate themselves, the goals and practices of graduate student families often end up converging with those of jogi yuhak families.…”

Section: Subjectivity and Struggle In Transnational Spacementioning

confidence: 99%

The struggle over class, identity,  and language: A case study of  South Korean transnational families¹

Song

2012

Journal of Sociolinguistics

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Globalization, while deterritorializing identity and culture, generates new practices and subjectivities that must be understood with reference to relationships between identity, language, and class in multiple markets. Through interviews and ethnographic observations focusing on children's language learning practices, this article examines how transnational South Korean families locate themselves in relation to the phenomenon of jogi yuhak, ‘early study abroad.’ It focuses on two graduate student families’ struggle over securing their social position by portraying themselves as different from other transnational Korean families through investing in alternate forms of linguistic capital. This reflects their contradictory and shifting subjectivities as they negotiate between foregrounding their roles as moral and intellectual elites vs. acting as materialistic parents. These transnational families’ struggles and conflicts underline how globalization in general, and jogi yuhak as a transnational strategy in particular, affects individuals’ subjectivities at the intersection of class, language, and transnationalism. 세계화는 지역사회에 기반한 정체성과 문화를 약화시키기도 하지만, 복수의 국제 시장에서의 개인의 정체성, 언어, 그리고 사회계급간의 관계와 연관 지어 이해해야 하는 새로운 관행과 주관을 생성하기도 한다. 영어와 관련된 학습 관행에 초점을 맞춘 본 연구는 조기유학을 위해 고국을 떠나 외국에 거주하고 있는 한국 학생들과 그 가족들이 어떻게 자신들의 사회적 위치를 설정하는지에 대해서 면담과 민족지학적 관찰을 통해서 고찰한다. 미국에 거주하고 있는 두 대학원 유학생 가족들이 그들의 사회적 지위를 확보하기 위해서 어떻게 자신들의 정체성과 언어적 관행을 다른 조기유학생 가족들로부터 차별화하는지에 대해서 집중적으로 논의한다. 특히, 그들에게 거는 사회에서의 도덕적, 지적 엘리트로서의 역할에 대한 공언과 부모로서의 그들 자녀들의 영어 습득에 대한 물질주의적 갈망사이에서 갈등하는 모순적이고 변덕스러운 주관이 반영된 언어적 자산의 형태를 분석한다. 이들 초국가적 가정들의 노력과 갈등은 전반적으로 세계화와, 특별히 초국가적 전략으로서의 조기유학이 사회계급, 언어 그리고 초국가주의의 교차선상에서 개인의 주관에 어떻게 영향을 미치는지를 보여준다. [Korean]

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“…At the same time, English is an extra-curricular subject at elementary level curriculum (Prastyo, 2018). According to Cho & Shin (2008) Indonesia has provided young children with the opportunity to learn English proficiently at an early age and to experience various cultures. By learning English, in addition to learning different cultures, students also learn the four English skills including listening, reading, speaking, and writing.…”

Section: Introductionmentioning

confidence: 99%

Effects of Précis-Writing on Students’ Recount Writing at English Laboratory of Universitas Bandar Lampung

Jannah

2019

ETNO

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Précis-writing is defined as the technique which engages the process of a précis which is a summary of a written composition (Bromly & Karen, 1983). Précis-writing technique facilitates the students to summarize reading texts by noting important points from the text and then use them in their writing. This study aims to find out whether précis-writing is more effective in improving students’ recount writing than conventional teaching. Thirty of third level English laboratorystudents participated in this study. They were divided into two classes, the experimental class and the control class of 15 students respectively. They were trained during three meetings to apply précis-writing and conventional teaching for their recount writing. In the experimental class, the students received learning recount writing using précis-writing; while in the control class, the students received training of recount writing using conventional teaching. The data were collected through recount writing tests before and after the treatment. In order to see if précis-writing improved students recount writing, paired-samples t-test was conducted to students’ pretest and posttest scores in the experimental class. The result indicated that précis-writing significantly improved students recount writing. Furthermore, independent samples t-test analysis was also conducted to see if précis-writing implemented in the experimental class is more effective than conventional teaching implemented in the control class. The result showed that the significance value was < .05 which means that précis-writing is more effective in improving students’ recount writing compared to the conventional teaching. Therefore, it can be concluded that précis-writing improved the students’ recount writing better than conventional teaching

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Survival, Adjustment, and Acculturation of Newly Immigrated Families With School-Age Children: Cases of Four Korean Families

Cited by 17 publications

References 3 publications

Globalization, Children's Study Abroad, and Transnationalism as an Emerging Context for Language Learning: A New Task for Language Teacher Education

Globalization, Children's Study Abroad, and Transnationalism as an Emerging Context for Language Learning: A New Task for Language Teacher Education

The struggle over class, identity,  and language: A case study of  South Korean transnational families¹

Effects of Précis-Writing on Students’ Recount Writing at English Laboratory of Universitas Bandar Lampung

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Survival, Adjustment, and Acculturation of Newly Immigrated Families With School-Age Children: Cases of Four Korean Families

Cited by 17 publications

References 3 publications

Globalization, Children's Study Abroad, and Transnationalism as an Emerging Context for Language Learning: A New Task for Language Teacher Education

Globalization, Children's Study Abroad, and Transnationalism as an Emerging Context for Language Learning: A New Task for Language Teacher Education

The struggle over class, identity, and language: A case study of South Korean transnational families1

Effects of Précis-Writing on Students’ Recount Writing at English Laboratory of Universitas Bandar Lampung

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The struggle over class, identity,  and language: A case study of  South Korean transnational families¹