Mi Yung Park
Biographic Data
| ID | 1201169 |
|---|---|
| NAME | Mi Yung Park |
| GIVEN NAMES | Mi Yung |
| FAMILY NAME | Park |
| SIGNATURE | PARK M Y |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0002-1210-0709 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Popular culture, language learning, and (de)motivation
This study examines the motivational and demotivational factors influencing Australian and New Zealand university students learning Korean as a foreign language (KFL). It focuses on KFL learners’ experiences and the role of Korean popular culture in their language learning journey. The findings of the study reveal that these KFL learners are driven by integrative and intrinsic motivations, notably their engagement with Korean popular culture and …
Exploring linguistic diversity in a globalising world
This study explores how Korean-English bilinguals perceive and negotiate linguistic variety in English amid increasing globalisation and transnational intercultural connectivity. Through semi-structured interviews and reflective writing with seven Korean bilingual university students, this research examines their attitudes toward English varieties, accent preferences, and perceptions of Korean-English and Konglish. We characterise the findings as…
The Role of University Peer Mentoring in Heritage Language Identity Construction in Diasporic Contexts
Research shows that many heritage language (HL) students pursue HL study at the university level to reconnect with their cultural roots. While most university‐focused research has examined HL learners, less attention has been given to how teaching and peer mentoring experiences in higher education shape HL identities. This study examines how a 1.5‐generation Korean university student in New Zealand has maintained her HL, Korean, navigated languag…
Parental ideologies in heritage language maintenance
This study explores the role of parental ideologies in heritage language (HL) maintenance among three interlingual families in New Zealand. This study draws on data from semi-structured interviews with Korean immigrant mothers and non-Korean fathers. A thematic approach was used to analyze the data. The findings in this study revealed that the three families placed great value in Korean HL maintenance. All three family language policies (FLPs) ce…
Heritage language learning and identity (re)construction through a study abroad program
This study explores how study abroad served as space for the (re)construction of heritage language (HL) identities for a second-generation female Korean New Zealander HL student. This study adopted narrative inquiry, drawing on data from pre-, during, and post- study abroad interviews. The participant’s narratives have highlighted the complexities associated with learning a HL abroad, specifically with regard to identity (re)construction. She str…
Precarious privilege
This study explores identity (re)construction of three South Korean early-study abroad (ESA) university students who returned to their homeland after studying in the US and acquiring a high level of proficiency in English. Inasmuch as educational migration is frequently viewed as an effective strategy for securing pathways to socioeconomic mobility, less is known about the specific conditions and practices that influence ESA students’ identity an…
Korean language learners’ motivation, remotivation, and demotivation
Despite the growing number of university students learning Korean as a foreign language (KFL), only a relatively small number of studies on motivation internationally have been conducted with KFL students. Drawing on survey and interview data, this mixed-methods study explores the motivation, remotivation, and demotivation of KFL students (n = 191) in Australia and New Zealand universities. KFL learners in this study reported a higher level of in…
Introduction
Generation Korean-New Zealanders’ perceptions of bilingualism, heritage language competence, and identity
This study explores four 1.5-generation Korean-New Zealanders’ perceptions of bilingualism, heritage language (HL) competence, and identity. Drawing on interview data, the study shows that the participants were strongly connected to their ethnic group and strove to accept and strengthen their hyphenated Korean-New Zealander identities through foregrounding their bilingual and bicultural competence. In addition to their Korean use at home, sociali…
“I’m not angry!”
This qualitative study examines the language attitudes and language use of two North Korean refugees living in the Gyeongsang provincial region of South Korea and actively trying to assimilate into mainstream Korean society. In interviews, the participants expressed a hierarchical view of three varieties of Korean (their North Korean Hamgyong dialect, the South Korean Gyeongsang dialect, and standard South Korean). They discussed how their North …
Changing attitudes toward heritage language education
This study explores Vietnamese marriage-migrant mothers' changing attitudes toward heritage language (HL) education in South Korea through narratives collected in an interview setting over a period of four years. The findings show that while the mothers placed some value on HL education, they initially prioritized Korean at home because they viewed it as key to their children's academic success in Korea. However, the mothers' perceptions of the v…
Linguistic discrimination in higher education
As with many other countries, South Korea is increasingly ethnically and linguistically diverse – the result of changing patterns of migration and transmigration in a globalised world. However, despite these developments, South Korea retains a strong emphasis on public linguistic homogeneity in standard (Seoul-based) Korean, its national language, and related linguistic hierarchies of prestige that privilege this standard at the expense of other …
Language maintenance and ethnic identity among Korean heritage speakers in the Pacific region (Australia, New Zealand, and Hawaii)
This study investigated heritage language (HL) maintenance and ethnic identity among Korean heritage speakers in the Pacific region (Australia, New Zealand, and Hawaii), an understudied population in the field. It focused on patterns of language use and factors (i.e. age at immigration (AI), self-rated language proficiency, and frequency of language use) influencing Korean heritage speakers’ self-defined identity. A total of 167 Korean immigrant …
Identity and heritage language learning
This narrative case study examines the identity development of two mixed-heritage (Korean/White and Korean/Japanese) university students in relation to Korean as a heritage language (HL) in New Zealand. The narratives of the two participants (Mia and Hannah) revealed that they grew up with different levels of exposure to the HL, which impacted their HL proficiency, and experienced different struggles with identity construction. While Mia’s White …
Study abroad, heritage language learning, and identity
This narrative study focuses on how Gina, a Korean learner with a Korean immigrant mother and a European-descent New Zealander father, constructed her identities and engaged with Korean as a heritage language (HL) before, during, and after studying abroad in Korea. Gina’s transformative experiences illustrate the links between HL learning and learners’ understanding of themselves in racial/ethnic/cultural terms. The study highlights raciolinguist…
Language ideologies, heritage language use, and identity construction among 1.5-generation Korean immigrants in New Zealand
This article explores language ideologies, heritage language (HL) use, and identity construction among 1.5-generation Korean immigrants in New Zealand. Drawing on interview data, the study shows how language ideologies and identities influence these immigrants’ language use and investment. All participants reported speaking Korean with their parents and adult members of their ethnic community, considering the use of English with these interlocuto…
Performing Global Koreaness
Even though recent research has shown how mediatized discourses and institutional discourses rescale shifting portraits of authentic and inauthentic multilinguals, little research has focused on the dynamic processes through which individuals as social agents have been actively engaged in this reflexive process. Focusing on the increasingly fragile position of elite transnational South Koreans, this paper explores how four South Korean graduate s…
Heritage language communities as sites of struggle and identity negotiation
Teaching Practicum During Covid-19
As the pandemic has brought in a paradigm shift in the way we educate and interact with our students, it has also had profound impacts on the practicum of pre-service teacher education. Focusing on the case of 14 South Korean student teachers who completed their teaching practicum in Spring 2020, this paper explores how the new form of teaching practicum, triggered by the current outbreak, affected student teachers' professional development and t…
‘I don’t want to be distinguished by others’
This study explores how North Korean refugees in South Korea navigate different ideologies about language and construct their own language ideologies and identities while adjusting to and learning a new variety of Korean. Drawing on interviews with four North Korean refugees, the study finds that they have suffered from stigmatization because of their socially marked North Korean accents, leading them to internalize a hierarchical view of the two…
Heritage language use in the workplace
Drawing on Bourdieu’s concept of linguistic capital and Darvin and Norton’s notion of investment, this study explores heritage language (HL) use among 1.5-generation Korean immigrants in the New Zealand workplace. The data were collected through interviews with heritage speakers of Korean working in diverse fields in Auckland. The majority of the participants had some degree of regular HL use at work, albeit limited to interactions with monolingu…
‘I want to learn Seoul speech!’
This paper explores how Southeast Asian marriage-migrant women in South Korea and their Korean language teachers view regional Korean dialects versus standard Korean. It also investigates in what ways these language ideologies impact the migrant women’s language practices. The data were collected through ethnographic observation and semi-structured interviews with four marriage-migrants and their language teachers. The findings suggest that the m…
Gender Ideologies and Korean Language Learning
Resisting linguistic and ethnic marginalization
This study explores linguistic and ethnic marginalization faced by Southeast Asian marriage-migrant women in a rural city of Korea and the ways in which they resist and negotiate the identities imposed on them by others. The findings show that the women were marginalized and had limited meaningful contact and intercultural communication with Koreans in various interethnic contexts. They were stigmatized for their linguistic and cultural backgroun…
Integrating rapport-building into language instruction
Using a conversation-analytic approach along with the notions of frame and footing (Goffman 1981 Goffman, E. 1981. Forms of Talk. Philadelphia, PA: University of Pennsylvania. [Google Scholar]), this study examines what strategies teachers use to build rapport with their students in Korean as a foreign language classrooms. It also discusses what kinds of interactional resources they employ in tandem with these strategies. Analysis of teacher-stud…
Resisting linguistic and ethnic marginalization
This study explores linguistic and ethnic marginalization faced by Southeast Asian marriage-migrant women in a rural city of Korea and the ways in which they resist and negotiate the identities imposed on them by others. The findings show that the women were marginalized and had limited meaningful contact and intercultural communication with Koreans in various interethnic contexts. They were stigmatized for their linguistic and cultural backgroun…
Linguistic discrimination in higher education
As with many other countries, South Korea is increasingly ethnically and linguistically diverse – the result of changing patterns of migration and transmigration in a globalised world. However, despite these developments, South Korea retains a strong emphasis on public linguistic homogeneity in standard (Seoul-based) Korean, its national language, and related linguistic hierarchies of prestige that privilege this standard at the expense of other …
Language maintenance and ethnic identity among Korean heritage speakers in the Pacific region (Australia, New Zealand, and Hawaii)
This study investigated heritage language (HL) maintenance and ethnic identity among Korean heritage speakers in the Pacific region (Australia, New Zealand, and Hawaii), an understudied population in the field. It focused on patterns of language use and factors (i.e. age at immigration (AI), self-rated language proficiency, and frequency of language use) influencing Korean heritage speakers’ self-defined identity. A total of 167 Korean immigrant …
A study of the Korean sentence-ender -(u)psita
Heritage language communities as sites of struggle and identity negotiation
Integrating rapport-building into language instruction
Using a conversation-analytic approach along with the notions of frame and footing (Goffman 1981 Goffman, E. 1981. Forms of Talk. Philadelphia, PA: University of Pennsylvania. [Google Scholar]), this study examines what strategies teachers use to build rapport with their students in Korean as a foreign language classrooms. It also discusses what kinds of interactional resources they employ in tandem with these strategies. Analysis of teacher-stud…
Identity and heritage language learning
This narrative case study examines the identity development of two mixed-heritage (Korean/White and Korean/Japanese) university students in relation to Korean as a heritage language (HL) in New Zealand. The narratives of the two participants (Mia and Hannah) revealed that they grew up with different levels of exposure to the HL, which impacted their HL proficiency, and experienced different struggles with identity construction. While Mia’s White …
Teaching Practicum During Covid-19
As the pandemic has brought in a paradigm shift in the way we educate and interact with our students, it has also had profound impacts on the practicum of pre-service teacher education. Focusing on the case of 14 South Korean student teachers who completed their teaching practicum in Spring 2020, this paper explores how the new form of teaching practicum, triggered by the current outbreak, affected student teachers' professional development and t…
A study of the Korean sentence-ender -(u)psita
Resisting linguistic and ethnic marginalization
This study explores linguistic and ethnic marginalization faced by Southeast Asian marriage-migrant women in a rural city of Korea and the ways in which they resist and negotiate the identities imposed on them by others. The findings show that the women were marginalized and had limited meaningful contact and intercultural communication with Koreans in various interethnic contexts. They were stigmatized for their linguistic and cultural backgroun…
Integrating rapport-building into language instruction
Using a conversation-analytic approach along with the notions of frame and footing (Goffman 1981 Goffman, E. 1981. Forms of Talk. Philadelphia, PA: University of Pennsylvania. [Google Scholar]), this study examines what strategies teachers use to build rapport with their students in Korean as a foreign language classrooms. It also discusses what kinds of interactional resources they employ in tandem with these strategies. Analysis of teacher-stud…
Gender Ideologies and Korean Language Learning
‘I want to learn Seoul speech!’
This paper explores how Southeast Asian marriage-migrant women in South Korea and their Korean language teachers view regional Korean dialects versus standard Korean. It also investigates in what ways these language ideologies impact the migrant women’s language practices. The data were collected through ethnographic observation and semi-structured interviews with four marriage-migrants and their language teachers. The findings suggest that the m…
‘I don’t want to be distinguished by others’
This study explores how North Korean refugees in South Korea navigate different ideologies about language and construct their own language ideologies and identities while adjusting to and learning a new variety of Korean. Drawing on interviews with four North Korean refugees, the study finds that they have suffered from stigmatization because of their socially marked North Korean accents, leading them to internalize a hierarchical view of the two…
Heritage language use in the workplace
Drawing on Bourdieu’s concept of linguistic capital and Darvin and Norton’s notion of investment, this study explores heritage language (HL) use among 1.5-generation Korean immigrants in the New Zealand workplace. The data were collected through interviews with heritage speakers of Korean working in diverse fields in Auckland. The majority of the participants had some degree of regular HL use at work, albeit limited to interactions with monolingu…
Study abroad, heritage language learning, and identity
This narrative study focuses on how Gina, a Korean learner with a Korean immigrant mother and a European-descent New Zealander father, constructed her identities and engaged with Korean as a heritage language (HL) before, during, and after studying abroad in Korea. Gina’s transformative experiences illustrate the links between HL learning and learners’ understanding of themselves in racial/ethnic/cultural terms. The study highlights raciolinguist…
Language ideologies, heritage language use, and identity construction among 1.5-generation Korean immigrants in New Zealand
This article explores language ideologies, heritage language (HL) use, and identity construction among 1.5-generation Korean immigrants in New Zealand. Drawing on interview data, the study shows how language ideologies and identities influence these immigrants’ language use and investment. All participants reported speaking Korean with their parents and adult members of their ethnic community, considering the use of English with these interlocuto…
Performing Global Koreaness
Even though recent research has shown how mediatized discourses and institutional discourses rescale shifting portraits of authentic and inauthentic multilinguals, little research has focused on the dynamic processes through which individuals as social agents have been actively engaged in this reflexive process. Focusing on the increasingly fragile position of elite transnational South Koreans, this paper explores how four South Korean graduate s…
Heritage language communities as sites of struggle and identity negotiation
Teaching Practicum During Covid-19
As the pandemic has brought in a paradigm shift in the way we educate and interact with our students, it has also had profound impacts on the practicum of pre-service teacher education. Focusing on the case of 14 South Korean student teachers who completed their teaching practicum in Spring 2020, this paper explores how the new form of teaching practicum, triggered by the current outbreak, affected student teachers' professional development and t…
Identity and heritage language learning
This narrative case study examines the identity development of two mixed-heritage (Korean/White and Korean/Japanese) university students in relation to Korean as a heritage language (HL) in New Zealand. The narratives of the two participants (Mia and Hannah) revealed that they grew up with different levels of exposure to the HL, which impacted their HL proficiency, and experienced different struggles with identity construction. While Mia’s White …
Introduction
Generation Korean-New Zealanders’ perceptions of bilingualism, heritage language competence, and identity
This study explores four 1.5-generation Korean-New Zealanders’ perceptions of bilingualism, heritage language (HL) competence, and identity. Drawing on interview data, the study shows that the participants were strongly connected to their ethnic group and strove to accept and strengthen their hyphenated Korean-New Zealander identities through foregrounding their bilingual and bicultural competence. In addition to their Korean use at home, sociali…
“I’m not angry!”
This qualitative study examines the language attitudes and language use of two North Korean refugees living in the Gyeongsang provincial region of South Korea and actively trying to assimilate into mainstream Korean society. In interviews, the participants expressed a hierarchical view of three varieties of Korean (their North Korean Hamgyong dialect, the South Korean Gyeongsang dialect, and standard South Korean). They discussed how their North …
Changing attitudes toward heritage language education
This study explores Vietnamese marriage-migrant mothers' changing attitudes toward heritage language (HL) education in South Korea through narratives collected in an interview setting over a period of four years. The findings show that while the mothers placed some value on HL education, they initially prioritized Korean at home because they viewed it as key to their children's academic success in Korea. However, the mothers' perceptions of the v…
Linguistic discrimination in higher education
As with many other countries, South Korea is increasingly ethnically and linguistically diverse – the result of changing patterns of migration and transmigration in a globalised world. However, despite these developments, South Korea retains a strong emphasis on public linguistic homogeneity in standard (Seoul-based) Korean, its national language, and related linguistic hierarchies of prestige that privilege this standard at the expense of other …
Language maintenance and ethnic identity among Korean heritage speakers in the Pacific region (Australia, New Zealand, and Hawaii)
This study investigated heritage language (HL) maintenance and ethnic identity among Korean heritage speakers in the Pacific region (Australia, New Zealand, and Hawaii), an understudied population in the field. It focused on patterns of language use and factors (i.e. age at immigration (AI), self-rated language proficiency, and frequency of language use) influencing Korean heritage speakers’ self-defined identity. A total of 167 Korean immigrant …
Parental ideologies in heritage language maintenance
This study explores the role of parental ideologies in heritage language (HL) maintenance among three interlingual families in New Zealand. This study draws on data from semi-structured interviews with Korean immigrant mothers and non-Korean fathers. A thematic approach was used to analyze the data. The findings in this study revealed that the three families placed great value in Korean HL maintenance. All three family language policies (FLPs) ce…
Heritage language learning and identity (re)construction through a study abroad program
This study explores how study abroad served as space for the (re)construction of heritage language (HL) identities for a second-generation female Korean New Zealander HL student. This study adopted narrative inquiry, drawing on data from pre-, during, and post- study abroad interviews. The participant’s narratives have highlighted the complexities associated with learning a HL abroad, specifically with regard to identity (re)construction. She str…
Precarious privilege
This study explores identity (re)construction of three South Korean early-study abroad (ESA) university students who returned to their homeland after studying in the US and acquiring a high level of proficiency in English. Inasmuch as educational migration is frequently viewed as an effective strategy for securing pathways to socioeconomic mobility, less is known about the specific conditions and practices that influence ESA students’ identity an…
Korean language learners’ motivation, remotivation, and demotivation
Despite the growing number of university students learning Korean as a foreign language (KFL), only a relatively small number of studies on motivation internationally have been conducted with KFL students. Drawing on survey and interview data, this mixed-methods study explores the motivation, remotivation, and demotivation of KFL students (n = 191) in Australia and New Zealand universities. KFL learners in this study reported a higher level of in…
Popular culture, language learning, and (de)motivation
This study examines the motivational and demotivational factors influencing Australian and New Zealand university students learning Korean as a foreign language (KFL). It focuses on KFL learners’ experiences and the role of Korean popular culture in their language learning journey. The findings of the study reveal that these KFL learners are driven by integrative and intrinsic motivations, notably their engagement with Korean popular culture and …
Exploring linguistic diversity in a globalising world
This study explores how Korean-English bilinguals perceive and negotiate linguistic variety in English amid increasing globalisation and transnational intercultural connectivity. Through semi-structured interviews and reflective writing with seven Korean bilingual university students, this research examines their attitudes toward English varieties, accent preferences, and perceptions of Korean-English and Konglish. We characterise the findings as…
Multilingual Education and Policy (19 works) · Sociology (19 works) · Gender Studies (15 works) · Political science (14 works) · Psychology (13 works) · Pedagogy (12 works) · Heritage language (11 works) · Linguistics (11 works) · EFL/ESL Teaching and Learning (10 works) · Ethnic group (9 works)