This study explores why female learners from refugee backgrounds residing in Korea do not participate in Korean language learning, drawing on Norton’s notion of investment. Individual in-depth interviews were conducted with two women of humanitarian status who stated that they would not learn Korean for the time being while raising their children. The findings revealed that one participant exhibited “stable non-participation,” having secured a stable position within her local community, while the other displayed “deferred non-participation,” postponing her investment due to her precarious status. In addition, both women shifted the object of their investment from Korean to English, an ambivalent practice that resisted a monolingual ideology, while simultaneously conforming to an English-language ideology. Based on these findings, we offer recommendations for instructional design that accounts for learner diversity, support measures linked to refugee policy, and a reconsideration of the role of Korean language education within a multilingual society.

Abstract
1. 서론
2. 이론적 배경: 투자 이론
3. 한국 사회의 맥락
    3.1. 한국의 난민
    3.2. 한국의 언어 사용
4. 연구 방법
5. 참여자의 이야기
    5.1. 조이
    5.2. 다니의 이야기
6. 한국어 학습 비참여와 투자 대상의 이동
    6.1. 한국어 학습 비참여의 양상: 안정적 비참여와 유예된 비참여
    6.2. 투자 대상의 이동: 한국어에서 영어로
7. 논의 및 제언
참고문헌

• 이주희(Lecturer, College of Liberal Arts, Yonsei University; 50, Yonsei-ro, Seodaemun-gu, Seoul 03722, South Korea) | Juhee Lee