Korean students identities negotiation through the on line literacy practice
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Korean Students’ Identities Negotiation through the On-line Literacy Practice:. Presenter: Eunhee Seo [email protected] Theoretical Frameworks & Key Concepts. Poststructuralism Postmodernism Electronic literacy. Research Questions :.

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Korean students identities negotiation through the on line literacy practice

Korean Students’ Identities Negotiation through the On-line Literacy Practice:

Presenter: Eunhee Seo [email protected]


Theoretical frameworks key concepts
Theoretical Frameworks On-line Literacy Practice:& Key Concepts

  • Poststructuralism

  • Postmodernism

  • Electronic literacy


Research questions
Research Questions On-line Literacy Practice::

1. How does the web-based literacy practice outside the classroom influence the construction of the Korean ESL students’ multiple identities such as linguistic, social, and cultural identities in the U.S. academic context?


Research questions cont
Research Questions: Cont. On-line Literacy Practice:

2. How do the Korean students’ literacy practices on the web make it possible to connect them to Korean society as well as to access to linguistic resources in the U.S. society?


Research questions cont1
Research Questions On-line Literacy Practice:: Cont.

3. What aspects of identities arereshaped and blurred through the practice and how do the identities

work for the students’ English learning?


Research questions cont2
Research Questions On-line Literacy Practice:: Cont.

4. How are the Korean ESL students’identities construction and reconstruction through the electronic literacy practices connected to their overarching goal of English learning? How do their web-based literacy practices manifest their goal of English learning?


Setting participants
Setting & Participants On-line Literacy Practice:

  • Setting:

  • Subjects’ background information:


Findings
Findings On-line Literacy Practice:

I. Multiple identitiesII. Postmodern identities as blurred or fragmentedIII. Relationship between Web-based literacy practice and L2 learning


I multiple identities cultural linguistic identities
I. Multiple identities On-line Literacy Practice:Cultural/linguistic identities

-Table 2. literacy practice on the Korean web sites

  • Web-sites visited frequently -Korean/Munhwa Broadcasting news

  • -Donga/Joongang/ Hankyoreh/Chosun daily news

  • -Daum communication

  • -Yahoo Korea


I multiple identities cultural linguistic identities cont
I. Multiple Identities On-line Literacy Practice:Cultural/linguistic identities:Cont.

-Table 2. literacy practice on the Korean web sites

  • Types of activities/practices on the web

  • 1. E-mail correspondence

  • 2. Reading articles/newspapers on economy, social issues, science & technology, international affairs, popular music, entertainment.

  • 3. Downloading and listening to music

  • 4. Reading novels

  • 5. Watching TV (e.g. soap operas)


I. Multiple identities On-line Literacy Practice::Linguistic/cultural identities:Cont.-Table 2 literacy practice on the Korean web sites

  • Purpose of the web activities/practices

    • To maintain contact w/ friends & family

    • To enjoy subtle nuances, linguistic humors, and new terms using Korean (e-mail) language

    • To keep up with popular culture, latest trend, novel information on the Korean society


I multiple identities social identity as esl learners

Choi On-line Literacy Practice:

Jin

-ESPN News-Access Atlanta (Online info. Source)

-Cable News Network (CNN)

-USA TODAY

-YAHOO -LYCOS

-Cable News Network (CNN)

I. Multiple identitiesSocial identity as ESL learners

-Table 3. literacy practice on the English web sites1)Web-sites visited frequently


I multiple identities social identity as esl learners cont

Choi On-line Literacy Practice:

Jin

1. E-mail correspondence

2. Reading articles on

sports, news, economy,

social issues, entertainment

3. Finding information

for academic purpose

4. Listening to popular music

1. E-mail correspondence2. Finding

information for

travel & tour

3. Reading articles

on U.S. news

4. Chatting

I. Multiple identitiesSocial identity as ESL learners: Cont.

  • Table 3. literacy practice on the English web sites

    2) Types of activities/practices on the web


I multiple identities social identity as esl learners cont1

Choi On-line Literacy Practice:

Jin

-To be familiar with

different communities

of practices and content/

cultural-specific

knowledge in the U.S.

-To learn new words and discourses and improve

second language reading

-To create opportunities to interact with native speakers (NS) of English and learn conversational discourse

-To learn English and American culture in authentic environment

I. Multiple identities Social Identity as ESL Learners:Cont.

  • Table 3. literacy practice on the English web sites

    3) Purpose of the web activities



Ii postmodern identities cont

Choi On-line Literacy Practice: :U.S. baseball fan

Jin: Christian identity

II. Postmodern identities : Cont.


Iii relationship between web based literacy practices and l2 learning
III. Relationship between Web-based literacy practices and L2 learning

  • Computer skill and electronic literacy work as a Symbolic Capital (Bourdieu, 1977)

  • Web-based literacy practices serve to gain access to linguistic resources and to improves (socio)-linguistic competency


Iii relationship between web based literacy practices and l2 learning1
III. Relationship between Web-based literacy practices and L2 learning

  • The learners’ overarching stance to their electronic literacy practices is closely connected to purpose of English learningandtheir academic successin long-term perspective.


Conclusions
Conclusions L2 learning

  • The engagement in linguistic discourse with their Korean friends via e-mail and other web-based activities help them renew their linguistic, social, cultural value in their native society and strengthen their linguistic and cultural identities as Korean.


Conclusions cont
Conclusions: Cont. L2 learning

  • Their web-based literacy practices on the English web sites create opportunities of gaining access to linguistic resources, discourses communities, and interaction with NSs of English, articulating the social identity as ESL learners.


Conclusions cont1
Conclusions: Cont. L2 learning

  • The two learners’ postmodern identities on the web such as U.S. baseball fan and Christian reveals sometimes give power and easy access to interact with NSs and be included easily as a new member in the target society beyond the boundary of their gender, ethnic and linguistic minority in the U.S.


Conclusions cont2
Conclusions: Cont. L2 learning

  • The learners’ practices on the web outside the classroom context show their goal of achieving English learning and this goal is connected to their academic success through language development in its long term perspective.


Issues to consider
Issues to consider L2 learning

  • Unlike virtual space, the web-based literacy practice does not always bring easy access to interactional opportunities with target speaker to the ESL learners in the real life context.


Issues to consider cont
Issues to consider: Cont. L2 learning

  • How the language use (e.g. Korean or English) on the web-based literacy practice influences the learners’ identities construction and negotiation?


The end
The End L2 learning

Thank you!


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