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Transforming identity from L1(Korean) to L2(English), while studying abroad in the U.S. The Fall MelEd Conference Nov 13-15 Mok Hwakyun(Moka) MBA TESL.

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Presentation on theme: "Transforming identity from L1(Korean) to L2(English), while studying abroad in the U.S. The Fall MelEd Conference Nov 13-15 Mok Hwakyun(Moka) MBA TESL."— Presentation transcript:

1 Transforming identity from L1(Korean) to L2(English), while studying abroad in the U.S. The Fall MelEd Conference Nov 13-15 Mok Hwakyun(Moka) MBA TESL Major St Cloud State University

2 Who am I? Mok Hwakyun “Moka” International grad student at St Cloud State University. English teacher Korean woman, speaking Japanese and English with MBA. Identity crisis, feeling homesick.

3 Introduction International students have 2 identities. How do they go through? They experience changing identity crisis due to different cultural background. What do we(teachers)do?

4 Research questions What changes in identity are Koreans going through in American ESL classroom setting regarding culture from L1 to L2? What are the factors of the changes? How do the factors contribute to the changing identity?

5 Literature Review Themes Identity & Identity transforming Cultural identity ( Korean) Gender in Confucianism Vs Individualism International students concerns & needs

6 Identity Norton & Toohey(2011) defines “ Learners’ fixed personalities, learning styles, and motivation” Park(2009) describes “ the development of one’s identity and a fluid concept”

7 Cultural Identity Group beliefs, values, attitudes, traditions, and ways of life from the group (Jameson, 2007) “ 습속 ” Habitual Behavior (Jin, 2007)

8 Transforming Identity (Problems) A new model of the psychosocial identity development of international college students Kim (2012) proposes 6 steps of a new model of the psychosocial identity development of international college students, going through below: Phase 1: “Pre-Exposure - Inheriting Self” Phase 2: “Exposure - Opening Self”. Phase 3: “ Enclosure - Securing Self” Phase 4: “Emergence - Disclosing Self” Phase 5: “Integration - Internalizing Self” Phase 6: “Internationalization - Globalizing Self”

9 Transforming Identity Phase 1: “Pre-Exposure - Inheriting Self” Preparing for study overseas in the United States. Homeland cultural values, peer and family influences Excitement and Anxiety to explore new cultural differences Culturally I didn’t like America because it has economic and political power over Korea. I changed my ID from Teacher to Student. Preparing with the cultural background I have known about America. No cosmetics No Colorful clothes.

10 Transforming Identity Phase 2: “Exposure - Opening Self”. International students experience some struggles from cultural difference and try to adjust in a new external environment, after getting started in the U.S. Ex.: My struggles with culture shock. I was not able to share any of my thoughts in any classes. Gender roles in Confucianism 남존여비 ( 男尊女卑 ) Nam Jon Yo Bi (Men commend respect, women are helpless) Independent Vs Collectivistic Communication differences

11 Transforming Identity Phase 3: “ Enclosure - Securing Self” Students are going through extreme restrictions of their daily life activities due to the difference from their background experience Communication issues with Americans friends and instructors. I was really nervous to ask further questions. I was afraid to make a phone call. No volunteering. No taxi. Eating habits, Laundry, etc.

12 Phase 4: “Emergence - Disclosing Self” “Identity emergence,” students try to understand other cultures but not yet accept them fully (Kim, 2012). Starting to understand, but not fully ready for transition I want to present but still am afraid to raise my voice in class. One of my participants: she would wear the tight shirt when she becomes a pregnant. I understand… but I am not comfortable in a bikini.

13 Phase 5: “Integration - Internalizing Self” Identity integration students overcome to adopt different identities. They transform themselves by reshaping their own identities with others. (Kim, 2012). Something that I don’t do in Korea but I do here in the U.S.: I value independent thinking more. I say what I want and what I think now. I am an old and weird single woman in Korea. Here, I feel free. I am a spiritual girl who is enjoying freedom here as a woman. I longboard as my transportation, I am a fully student. When I make a decision, I m free from Collectivistic thinking.

14 Phase 6: “Internationalization - Globalizing Self Final step is the fully grown state of international students’ identities in a multicultural context. One gets involved in accepting all diverse groups with respect in educational and cultural contexts (Kim, 2012). International students of having multiple discourse communities can fluently switch identity and feel comfortable Ex.: I feel free to share my idea in class. I can go out with Americans, I hang out with friends. I don’t have anxiety talking to American friends. I can order food at a restaurant without being nervous and anxious. I can text American friends saying “How r u?” I may be able to throw a party without a fear of not knowing what my guests expectations are with me.

15 International students’ needs and concerns Most concerns Bangladeshi students :their English Proficiency and financial (Whelpley, 2002) Asian students :Language, lack of social support, finance, employment (Lama,2013)

16 ESL classroom and Gender 3 mostly used ESL textbooks in U.S. (Interchange, Side by side and Person to Person) (Ghorbani (2009) ) : Male oriented. They have more figures related to men’s job with male pictures. less opportunity for female students (Gambol 2009) Male students participated more than female students (Cochran 1996)

17 Conclusion With the factors ( Gender, Confucianism, habitual behavior ) international students experience identity changes from their fixed personality and learning styles and motivation. Ex) Korean students said that all of them had changed. Pederson(1998) emphasizes that much attention to the international students are needed such as counseling according to their majors they want to complete. It is important that Teachers need to learn students cultural background for better understanding. Ex) I had difficult time to communicate. The more program they have, the easier the international student can adjust and focus on studying ^^:

18 Reference Block, D. (2009). Second language identities. A&C Black. Cochran, E. P. (1996). Gender and the ESL classroom. TESOL Quarterly, 30(1), 159-162. Carson, N. (2002). Do international students tend to have poor academic results in general education courses? (M.A. Thesis). Gembol, D. J. (2009). Gender and the ESL classroom (M.A. Thesis). Ghorbani, L. (2009). An Investigation of the Manifestation of Sexism in EFL/ESL Textbooks. Online Submission. Jameson, D. A. (2007). Reconceptualizing cultural identity and its role in intercultural business communication. Journal of Business Communication, 44(3), 199-235. 진중권 (2007) 호모 코레아니쿠스 ( 주 ) 웅진 씽크빅 :Jin, G.(2007). Korean identity: WoongJin Singkbig Kim, E. (2012). An alternative theoretical model: Examining psychosocial identity development of international students in the United States. College Student Journal, 46(1), 99-113. Lama, K. (2013). Exploring support services for international Asian students in MNSCU system (M.A. Thesis). Norton, B. & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44, pp 412-446 doi:10.1017/S0261444811000309 Park, S. (2009). A feminist approach to understanding ESL identity development: A case study of Korean women in the U.S. universities (Doctoral dissertation). Pederson, R. (1998). International student problems in general education courses (M.A. Thesis).

19 Thank you 감사합니다. What is your identity and my identity now? How would you want it to be? Any critique ? Any questions please?


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