This paper explores possibilities of using language learning autobiographies as a form of identity texts in order to produce suggestions for critical teacher education. Specifically, we examined what insights we might gain by reframing Korean pre-service teachers’ autobiographies as a form of identity texts to develop reflective teachers, who affirm their identities and language learning histories. We thematically analyzed autobiographical reflection papers on English learning experiences of 73 undergraduate students enrolled in a compulsory elementary English education course at a public university in South Korea. The analysis revealed the predominance of referral to English private education experiences and a sense of linguistic insecurity felt by these pre-service teachers, who would later teach in public schools. Based on these findings, we provide suggestions for critical teacher education to foster critical language awareness and identity investment for the students. We conclude that language learning autobiographies, while incorporating characteristics of identity texts, might be a useful tool for critical pedagogies.

The construction of national common language is an important issue in that of modern nation. From ‘Guanhua’ in the late Qing dynasty to ‘Guoyu’ in the republic of China, and then to ‘Putonghua’ in the late Anti-Japanese War and after the founding of new China, these names not only have a close connection but also reflect the different functional differences. Now, the construction of national common language in ethnic areas and the unification of cross-strait languages have become new national strategies. Adopting again ‘Guoyu’ names and assigning new meanings from the perspective of national identity can help to strengthen national identity, promote national unity and cross-strait reunification, and regulate language use.

This study examines multiple language-identities embedded within the emerging professional teacher identity of international graduate students teaching Korean as a foreign language (KFL). Situated in the context of Korean classrooms at an American university, this study draws data from two rounds of interviews with three instructors (one nonnative and two native Korean speakers). The qualitative analysis reveals that their professional teacher identity revolves around multiple language identities grounded in their L1 cultural norms and perceived English language proficiencies. Their views and undertakings of local cultural norms indicate the varying ways in which these instructors projected their L1 and L2 identities onto their emergent teacher identity. Given the vexed relationship between notions of teacher authority in her L1 Japanese culture and the local norms of interaction, the nonnative teacher maintained authority by establishing a certain distance from her students. By contrast, the native teachers accommodated the local understandings of teacher authority and (re)shaped their view of a teacher to the locally-defined professionalism, a teacher like ‘a friend’. The negotiated identity of the KFL teachers improved classroom interaction and engendered positive view about teaching. The findings are discussed to highlight foreign language teacher identity in a teacher education program.

어떤 주장을 두고 그것을 비판적으로 종합하는 일은 인문학의 사회적 책무다. 그 책무를 다하려는 이 작업은 따라서 ‘중국어 원지음 표기와 한국어 정체성 보존’이라는 구체적 문제에 접근하는데 어떤 방법이 더 타당할지를, 또 이를 토대로 어떤 제언이 가능할지를 이론적으로 탐색한다. 주된 방법론적 틀은 수렴과 분기의 변증법적 관계설정으로 삼는다. 궁극적으로는 문화적 고정성과 유동성의 모순을 한쪽으로 환원·포섭하려는 이론 생산 및 논의 주체의 욕망을 들여다보려 애씀과 동시에 그것이 생성시킬 벡터의 정당성은 다름 아닌 대중문화의 향유 주체인 대중과 일상적 언어생활의 영위 주체인 언중의 억눌린 욕망이 해방되는 장을 상 정할 때 비로소 획득될 수 있다는 주장을 내어 놓으면서 또 다른 비판적 종합을 기다린다.

Reform and opening-up in China brought rapid changes in the society of ethnic Koreans in China. And those changes caused following changes in language identity and language attitude of those ethnic Koreans that eventually led to change in their language use. The present study investigates relation between changes in language identity and language attitude and their language use. The rates that Ethnic Koreans living in Jilin, China consider their mother language to be Korean(Joseon language, South Korean language and North Korean language) are different by their generations. Middle aged and older people tend more to consider Korean as their mother language compared to younger generation. Those two generations, however, showed opposed opinions about the future language they will use. More of older generation predicted that Korean will be rarely used among ethnic Koreans living in China in the future compared to younger generation. The difference of language identity and the attitude to the language across generations was reflected in their actual language use. Older generations use Korean in general.They may borrow Chinese words when they can’t come up with appropriate Korean words or sometimes show code mixing by using Chinese words and sentences while speaking in Korean. In generations younger than middle age, code mixing and code switching are more frequently observed when their conversation topics are Chinese politics and Chinese cultures. The youngest generation mainly uses Chinese and showed code switching most frequently among all generations. The language use observed differently among the generations is reflection of changes in language identity and language attitude.

This study explores the notion of ‘good language teacher’ (GLT) identity in the context of English education in South Korea. While other studies have investigated parents’ and general public preferences for and associations of good language teacher identity with ‘native-speaking’ teachers of English, little research has examined the views of young learners as to what constitutes a GLT. In this study, a survey tool was used to collect student images and descriptions of imagined, good English teachers. A total of 577 young Korean students (K-6th grade) provided their own images and descriptions of good English teachers, both in English and Korean. The findings indicate that student perceptions of GLT identity strongly reflects their immediate learning experience. Contrary to previous studies showing preference for teachers according to ‘native speaker’ or other markers (e.g., race, gender), the study demonstrated no strong preference for native speaking teachers. Instead, factors such as personality were emphasized. This study provides implications for recruiting and hiring practices for English teachers.

This study aims at exploring the theoretical perspectives and research related to second language teacher identities. In particular, this paper focuses on the studies on the identities of English teachers in the Korean educational system. Major findings are as follows: First, based on the previous literature on teacher identities, teacher identities are defined as dynamic, multidimensional, and changing, as they continuously interact with individual, social, and cultural contexts. Second, it was found that studies have focused on (1) the meta-analyses of English teacher identities, (2) native-speaking English teacher identities, (3) the identities of non-native-speaking English teachers co-teaching with native-English-speaking teachers, (4) the identities of non-native-speaking English teachers including pre- and in-service teachers, and (5) teacher identity development through teacher education activities. Lastly, this paper brings up issues and suggestions on the formation and development of English teacher identities. It also offers directions for the future research on professional identities of second language teachers.

The presentation reports on a study of construction of teacher identity in Hong Kong under rapid education reforms and changing political environment. The presentation draws on insights from recent work of discourse theory and also results of a larger longitudinal study on teacher identity of two teams of language teachers in a relatively new primary school. A case study of a young Chinese language teacher exemplifies how teacher uses narrative resources to construct and negotiate teacher identities through social interaction. Findings of the case study underscore the ‘authorial stance’ of teachers in the process of construction of teacher identity.

이 글은 미국에 거주하는 한인 결혼이주여성과 그 자녀의 언어 사용 양상 및 정체성 형성 과정을 탐색하려는 목적을 가지고 있다. 이를 위해 2011년부터 2014년까지 이루어진 질적 사례 연구를 통해, 연구 참여자들의 사용 언어(한국어, 영어)에 대한 인식, 시간의 흐 름에 따른 인식의 변화, 그 과정에서 형성되고 변화된 정체성의 양상에 관심을 두고 연구 를 수행하였다. 연구 결과, 언어와 정체성 간에는 긴밀하고도 유기적인 관계가 있음이 확인 되었으며, 이는 연구 참여자들의 사례를 통해 보다 구체적으로 드러났다. 또한 언어 사용과 정체성 형성은 유동적이고 가변적이어서, 시간과 환경에 따라 복잡한 양상으로 변화한다는 사실이 확인되었다. 마지막으로 언어 사용과 정체성 형성에 있어 결혼이주여성과 자녀는 상호 간 중요한 위치에 있었으나, 이들의 언어 사용-정체성 형성은 동일한 양상으로 전개되 지 않음이 발견되었다. 이상의 연구 결과를 토대로, 이 글은 한국 다문화교육을 위한 시사 점을 제시하였다.