Download or read book Culture Clash written by Hye-young Park and published by Createspace Independent Publishing Platform. This book was released on 2016-03-09 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Key words: Foucault's neoliberal governmentality and genealogy of homo-economicus, the man of enterprise (entrepreneur), Human capital, Early study abroad (Chogi Yuhak) as a transnational strategy, Korean education and English fever, English-only, Educational migration and globalization, Culture clash, Asian model minority and yellow peril, Christianity and capitalism, Linguistic imperialism and hegemony of America Grade-obsessed Koreans, Listen! English-Only, No Korean! Fragile Civility: an Evangelical American School Meets Korean International Students in the 21st Century Based on five years of ethnographic research, the book examined the cross-national clash that emerged when a Midwestern Christian high school, Joshua High School, predominantly white, enrolled escalating numbers of Early Study Abroad Korean teenagers. The tensions among U.S. teachers and students and Korean internationals at the school resulted in the promulgation of English-Only and guardianship policies (i.e., students had to be residing with a parent or an official guardian). In examining these policies, she discovered uncomfortable and considerable incompatibilities between the school's staff and leadership, and the educational and social goals and expectations of the Korean students and their parents. She argues, however, that a veneer of civility obscured these diverging perspectives from surfacing explicitly. The tensions were complicated by linguistic, religious, racial/ethnic differences, as well as class, citizenship, and identity issues. The resulting experiences suggested that neither the Korean families nor the school staff were prepared for the conflict that ensued. The largest and rapidly growing numbers of "international students" in U.S. institution of elementary, secondary, or higher education at all levels pose opportunities, as well as significant challenges, both within the academic settings and in the larger communities. In light of the urgency and growth of these concerns, this book presents considerable possibilities and obstacles relative to understanding how language exists in a cross-national context. It particularly focuses on the importance of language, in particular the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation. Researching the culture clash, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts-tensions and frictions. This book is unique in that: (1) It is highly pertinent to today's scene because of the growing numbers of international students that are expected to enroll in U.S schools and schools worldwide. (2) It is about international students, especially K-12, which has received relatively little attention in academic publishing. (3) The author is a former international student and current scholar with a focus on transnational Korean issues in the U.S. (4) The credibility of the research is enhanced by its adoption of a broad, interdisciplinary methodological toolkit to address transnational contact, race/ethnicity, language, culture, class, nationality, and identity as inextricably interconnected phenomena in an era of globalization. (5) It is a longitudinal ethnographic study that crosses national borders. This book is based on five years of interviews with and observations about students, their parents, and educators from both groups both at and outside the school (in the U.S. and in Korea). (6) It contains both micro- and macro-analytic theoretical foundations to support assertions and claims related to the implementation of policies on the part of the school to remedy the culture clash.

Download or read book Culture Clash Korean International Students in an American High School written by Hye-Young (Lisa) Park and published by . This book was released on 2014-09-02 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a five-year ethnographic study, Dr. Park traces the developments of integration, assimilation, and segregation of international students in the American school system. She investigates how American Christian high school officials implemented policies in an attempt to remedy conflicts with their (Korean) international students. These policies caused a further escalation of conflicts, tensions, and struggles. The credibility of this book is enhanced by its adoption of a broad, interdisciplinary, and methodological toolkit to address this transnational contact as inextricably interconnected phenomena in the context of global capitalism and imperialism. Examining these policies unraveled the uncomfortable incompatibilities between the educational and social goals of the school leadership and those of the international students and their parents. It also details the fascinating ways that the school legitimatized specific kinds of knowledge to establish its policies under the name of care and love and suggest practical solutions and policy recommendations. In light of the urgency and growth of these concerns, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts. It focuses on the importance of language, in particular, the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation. ******************************** Blurbs I admire the truly fascinating field site and situation at the heart of this book. ...Dr. Park has a great deal to say both to American schools - and South Korean parents - about the often very serious misunderstandings that develop in this contact zone. -Nancy Abelmann, University of Illinois at Urbana-Champaign, author of "The intimate University: Korean American Students and the Problems of Segregation." Looks like a most interesting book.... The deluge of materials is so great.... -Noam Chomsky, Massachusetts Institute of Technology, author of "Hegemony or Survival: America's Quest for Global Dominance." The way missionaries or deeply Christian people feel the need to convert people...without appreciating that this faith is embedded in the belief that global Americanisation is a God-given duty. This is at the root of U.S. neocolonialism.... I fully endorse your plea for tough criticism. -Robert Phillipson Copenhagen Business School, author of "Linguistic Imperialism." Dr. Park provides insights into South Korea's obsession with educational attainment and into American schooling. It is a fascinating tale of cross-cultural misunderstandings with practical lessons to be learned including about English language policy in American schools. -Michael Seth, James Madison University, author of "Education Fever: Society, Politics, and Pursuit of Schooling in South Korea." Cultural, linguistic, and educational challenges facing international students in the US school system is an issue of great importance yet often missing in political debates revolved around school reform. ... Educators, school practitioners, sociolinguists, and policy makers concerned with the academic success of linguistically and culturally diverse students must read this book. -Pierre W. Orelus, New Mexico State University, author of "On Language, Democracy and Social Justice: Chomsky's Critical Intervention."

Download or read book Culture Clash Korean International Students in an American High School written by Hye-Young (Lisa) Park and published by . This book was released on 2014-09-12 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a five-year ethnographic study, Dr. Park traces the developments of integration, assimilation, and segregation of international students in the American school system. She investigates how American Christian high school officials implemented policies in an attempt to remedy conflicts with their (Korean) international students. These policies caused a further escalation of conflicts, tensions, and struggles. The credibility of this book is enhanced by its adoption of a broad, interdisciplinary, and methodological toolkit to address this transnational contact as inextricably interconnected phenomena in the context of global capitalism and imperialism. Examining these policies unraveled the uncomfortable incompatibilities between the educational and social goals of the school leadership and those of the international students and their parents. It also details the fascinating ways that the school legitimatized specific kinds of knowledge to establish its policies under the name of care and love and suggest practical solutions and policy recommendations. In light of the urgency and growth of these concerns, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts. It focuses on the importance of language, in particular, the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation. ******************************** Blurbs I admire the truly fascinating field site and situation at the heart of this book. ...Dr. Park has a great deal to say both to American schools - and South Korean parents - about the often very serious misunderstandings that develop in this contact zone. -Nancy Abelmann, University of Illinois at Urbana-Champaign, author of "The intimate University: Korean American Students and the Problems of Segregation." Looks like a most interesting book.... The deluge of materials is so great.... -Noam Chomsky, Massachusetts Institute of Technology, author of "Hegemony or Survival: America's Quest for Global Dominance." The way missionaries or deeply Christian people feel the need to convert people...without appreciating that this faith is embedded in the belief that global Americanisation is a God-given duty. This is at the root of U.S. neocolonialism.... I fully endorse your plea for tough criticism. -Robert Phillipson Copenhagen Business School, author of "Linguistic Imperialism." Dr. Park provides insights into South Korea's obsession with educational attainment and into American schooling. It is a fascinating tale of cross-cultural misunderstandings with practical lessons to be learned including about English language policy in American schools. -Michael Seth, James Madison University, author of "Education Fever: Society, Politics, and Pursuit of Schooling in South Korea." Cultural, linguistic, and educational challenges facing international students in the US school system is an issue of great importance yet often missing in political debates revolved around school reform. ... Educators, school practitioners, sociolinguists, and policy makers concerned with the academic success of linguistically and culturally diverse students must read this book. -Pierre W. Orelus, New Mexico State University, author of "On Language, Democracy and Social Justice: Chomsky's Critical Intervention."

Download or read book Culture Clash Korean International Students in an American High School written by Hye-young Park and published by CreateSpace. This book was released on 2014-06-14 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Key words: Foucault's neoliberal governmentality and genealogy of homo-economicus, the man of enterprise (entrepreneur), Human capital, Early study abroad (Chogi Yuhak) as a transnational strategy, Korean education and English fever, English-only, Educational migration and globalization, Culture clash, Asian model minority and yellow peril, Christianity and capitalism, Linguistic imperialism and hegemony of America Grade-obsessed Koreans, Listen! English-Only, No Korean! Fragile Civility: an Evangelical American School Meets Korean International Students in the 21st Century Driven by rapid growth of international students into the United States, this book focuses on a transnational culture clash in an American high school. It details what happens when an American school meets a significant number of international students and must confront the conflicts that arise. Based on five years of ethnographic research, Hye-Young Park examines the cross-national clash that emerged when a Midwestern Christian high school, predominantly white, enrolled escalating numbers of Early Study Abroad (ESA: Chogi Yuhak) Korean teenagers. The tensions among U.S. teachers and students and Korean internationals at the school resulted in the promulgation of English-Only and guardianship policies. In examining these policies, she discovers uncomfortable and considerable incompatibilities between the school's staff and leadership, and the educational and social goals and expectations of the Korean students and their parents. She argues, however, that a veneer of civility obscured these diverging perspectives from surfacing explicitly. The tensions were complicated by linguistic, religious, racial/ethnic differences, as well as class, citizenship, and identity issues. The resulting experiences suggested that neither the Korean families nor the school staff were prepared for the conflict that ensued. Researching the culture clash, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts—tensions and frictions. It focuses on the importance of language, in particular the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation.

Download or read book Culture Clash Korean International Students in an American High School written by Hye-Young (Lisa) Park and published by . This book was released on 2014-09-05 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a five-year ethnographic study, Dr. Park traces the developments of integration, assimilation, and segregation of international students in the American school system. She investigates how American Christian high school officials implemented policies in an attempt to remedy conflicts with their (Korean) international students. These policies caused a further escalation of conflicts, tensions, and struggles. The credibility of this book is enhanced by its adoption of a broad, interdisciplinary, and methodological toolkit to address this transnational contact as inextricably interconnected phenomena in the context of global capitalism and imperialism. Examining these policies unraveled the uncomfortable incompatibilities between the educational and social goals of the school leadership and those of the international students and their parents. It also details the fascinating ways that the school legitimatized specific kinds of knowledge to establish its policies under the name of care and love and suggest practical solutions and policy recommendations. In light of the urgency and growth of these concerns, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts. It focuses on the importance of language, in particular, the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation.

Download or read book Culture Clash Korean International Students in an American High School written by Hye-young Park and published by CreateSpace. This book was released on 2014-06-14 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Key words: Foucault's neoliberal governmentality and genealogy of homo-economicus, the man of enterprise (entrepreneur), Human capital, Early study abroad (Chogi Yuhak) as a transnational strategy, Korean education and English fever, English-only, Educational migration and globalization, Culture clash, Asian model minority and yellow peril, Christianity and capitalism, Linguistic imperialism and hegemony of America Fragile Civility: an Evangelical American School Meets Korean International Students in the 21st Century Based on five years of ethnographic research, the book examined the cross-national clash that emerged when a Midwestern Christian high school, Joshua High School, predominantly white, enrolled escalating numbers of Early Study Abroad Korean teenagers. The tensions among U.S. teachers and students and Korean internationals at the school resulted in the promulgation of English-Only and guardianship policies (i.e., students had to be residing with a parent or an official guardian). In examining these policies, she discovered uncomfortable and considerable incompatibilities between the school's staff and leadership, and the educational and social goals and expectations of the Korean students and their parents. She argues, however, that a veneer of civility obscured these diverging perspectives from surfacing explicitly. The tensions were complicated by linguistic, religious, racial/ethnic differences, as well as class, citizenship, and identity issues. The resulting experiences suggested that neither the Korean families nor the school staff were prepared for the conflict that ensued. The largest and rapidly growing numbers of “international students” in U.S. institution of elementary, secondary, or higher education at all levels pose opportunities, as well as significant challenges, both within the academic settings and in the larger communities. In light of the urgency and growth of these concerns, this book presents considerable possibilities and obstacles relative to understanding how language exists in a cross-national context. It particularly focuses on the importance of language, in particular the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation. Researching the culture clash, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts—tensions and frictions. This book is unique in that: (1) It is highly pertinent to today's scene because of the growing numbers of international students that are expected to enroll in U.S schools and schools worldwide. (2) It is about international students, especially K-12, which has received relatively little attention in academic publishing. (3) The author is a former international student and current scholar with a focus on transnational Korean issues in the U.S. (4) The credibility of the research is enhanced by its adoption of a broad, interdisciplinary methodological toolkit to address transnational contact, race/ethnicity, language, culture, class, nationality, and identity as inextricably interconnected phenomena in an era of globalization. (5) It is a longitudinal ethnographic study that crosses national borders. This book is based on five years of interviews with and observations about students, their parents, and educators from both groups both at and outside the school (in the U.S. and in Korea). (6) It contains both micro- and macro-analytic theoretical foundations to support assertions and claims related to the implementation of policies on the part of the school to remedy the culture clash.

Download or read book Culture Clash written by Hye-young Park and published by CreateSpace. This book was released on 2014-06-06 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Key words: Foucault's neoliberal governmentality and genealogy of homo-economicus, the man of enterprise (entrepreneur), human capital, Early Study Abroad (ESA) as a transnational strategy, Korean education and English fever, Educational migration and globalization, Asian model minority and yellow peril, Christianity and capitalism, linguistic imperialism and Hegemony of America Grade-obsessed Koreans, Listen! English-Only, No Korean! Fragile civility: an evangelical American school meets Korean international students in the 21st century Based on five years of ethnographic research, the book examined the cross-national clash that emerged when a Midwestern Christian high school, Joshua High School, predominantly white, enrolled escalating numbers of Early Study Abroad (Chogi Yuhak) Korean teenagers. The tensions among U.S. teachers and students and Korean internationals at the school resulted in the promulgation of English-Only and guardianship policies (i.e., students had to be residing with a parent or an official guardian). In examining these policies, she discovered uncomfortable and considerable incompatibilities between the school's staff and leadership, and the educational and social goals and expectations of the Korean students and their parents. She argues, however, that a veneer of civility obscured these diverging perspectives from surfacing explicitly. The tensions were complicated by linguistic, religious, racial/ethnic differences, as well as class, citizenship, and identity issues. The resulting experiences suggested that neither the Korean families nor the school staff were prepared for the conflict that ensued. The largest and rapidly growing numbers of “international students” in U.S. institution of elementary, secondary, or higher education at all levels pose opportunities, as well as significant challenges, both within the academic settings and in the larger communities. In light of the urgency and growth of these concerns, this book presents considerable possibilities and obstacles relative to understanding how language exists in a cross-national context. It particularly focuses on the importance of language, in particular the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation. Researching the culture clash, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts—tensions and frictions. This book is unique in that: (1) It is highly pertinent to today's scene because of the growing numbers of international students that are expected to enroll in U.S schools and schools worldwide. (2) It is about international students, especially K-12, which has received relatively little attention in academic publishing. (3) The author is a former international student and current scholar with a focus on transnational Korean issues in the U.S. (4) The credibility of the research is enhanced by its adoption of a broad, interdisciplinary methodological toolkit to address transnational contact, race/ethnicity, language, culture, class, nationality, and identity as inextricably interconnected phenomena in an era of globalization. (5) It is a longitudinal ethnographic study that crosses national borders. This book is based on five years of interviews with and observations about students, their parents, and educators from both groups both at and outside the school (in the U.S. and in Korea). (6) It contains both micro- and macro-analytic theoretical foundations to support assertions and claims related to the implementation of policies on the part of the school to remedy the culture clash.

Download or read book Culture Clash written by Hye-young Lisa Park and published by CreateSpace. This book was released on 2014-05-17 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Key words: Foucault's neoliberal governmentality and genealogy of homo-economicus, the man of enterprise (entrepreneur), human capital, Early Study Abroad (ESA) as a transnational strategy, Korean education and English fever, Educational migration and globalization, Asian model minority and yellow peril, Christianity and capitalism, linguistic imperialism and Hegemony of America Grade-obsessed Koreans, Listen! English-Only, No Korean! Fragile civility: an evangelical American school meets Korean international students in the 21st century Based on five years of ethnographic research, the book examined the cross-national clash that emerged when a Midwestern Christian high school, Joshua High School, predominantly white, enrolled escalating numbers of Early Study Abroad (Chogi Yuhak) Korean teenagers. The tensions among U.S. teachers and students and Korean internationals at the school resulted in the promulgation of English-Only and guardianship policies (i.e., students had to be residing with a parent or an official guardian). In examining these policies, she discovered uncomfortable and considerable incompatibilities between the school's staff and leadership, and the educational and social goals and expectations of the Korean students and their parents. She argues, however, that a veneer of civility obscured these diverging perspectives from surfacing explicitly. The tensions were complicated by linguistic, religious, racial/ethnic differences, as well as class, citizenship, and identity issues. The resulting experiences suggested that neither the Korean families nor the school staff were prepared for the conflict that ensued. The largest and rapidly growing numbers of “international students” in U.S. institution of elementary, secondary, or higher education at all levels pose opportunities, as well as significant challenges, both within the academic settings and in the larger communities. In light of the urgency and growth of these concerns, this book presents considerable possibilities and obstacles relative to understanding how language exists in a cross-national context. It particularly focuses on the importance of language, in particular the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation. Researching the culture clash, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts—tensions and frictions. This book is unique in that: (1) It is highly pertinent to today's scene because of the growing numbers of international students that are expected to enroll in U.S schools and schools worldwide. (2) It is about international students, especially K-12, which has received relatively little attention in academic publishing. (3) The author is a former international student and current scholar with a focus on transnational Korean issues in the U.S. (4) The credibility of the research is enhanced by its adoption of a broad, interdisciplinary methodological toolkit to address transnational contact, race/ethnicity, language, culture, class, nationality, and identity as inextricably interconnected phenomena in an era of globalization. (5) It is a longitudinal ethnographic study that crosses national borders. This book is based on five years of interviews with and observations about students, their parents, and educators from both groups both at and outside the school (in the U.S. and in Korea). (6) It contains both micro- and macro-analytic theoretical foundations to support assertions and claims related to the implementation of policies on the part of the school to remedy the culture clash.

Download or read book English Only No Korean Korean Internationals in an American High School written by Hye-young Park and published by CreateSpace. This book was released on 2014-06-07 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Key words: Foucault's neoliberal governmentality and genealogy of homo-economicus, the man of enterprise (entrepreneur), human capital, Early Study Abroad (ESA) as a transnational strategy, Korean education and English fever, Educational migration and globalization, Asian model minority and yellow peril, Christianity and capitalism, linguistic imperialism and Hegemony of America Grade-obsessed Koreans, Listen! English-Only, No Korean! Fragile civility: an evangelical American school meets Korean international students in the 21st century Based on five years of ethnographic research, the book examined the cross-national clash that emerged when a Midwestern Christian high school, Joshua High School, predominantly white, enrolled escalating numbers of Early Study Abroad (Chogi Yuhak) Korean teenagers. The tensions among U.S. teachers and students and Korean internationals at the school resulted in the promulgation of English-Only and guardianship policies (i.e., students had to be residing with a parent or an official guardian). In examining these policies, she discovered uncomfortable and considerable incompatibilities between the school's staff and leadership, and the educational and social goals and expectations of the Korean students and their parents. She argues, however, that a veneer of civility obscured these diverging perspectives from surfacing explicitly. The tensions were complicated by linguistic, religious, racial/ethnic differences, as well as class, citizenship, and identity issues. The resulting experiences suggested that neither the Korean families nor the school staff were prepared for the conflict that ensued. The largest and rapidly growing numbers of “international students” in U.S. institution of elementary, secondary, or higher education at all levels pose opportunities, as well as significant challenges, both within the academic settings and in the larger communities. In light of the urgency and growth of these concerns, this book presents considerable possibilities and obstacles relative to understanding how language exists in a cross-national context. It particularly focuses on the importance of language, in particular the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation. Researching the culture clash, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts—tensions and frictions. This book is unique in that: (1) It is highly pertinent to today's scene because of the growing numbers of international students that are expected to enroll in U.S schools and schools worldwide. (2) It is about international students, especially K-12, which has received relatively little attention in academic publishing. (3) The author is a former international student and current scholar with a focus on transnational Korean issues in the U.S. (4) The credibility of the research is enhanced by its adoption of a broad, interdisciplinary methodological toolkit to address transnational contact, race/ethnicity, language, culture, class, nationality, and identity as inextricably interconnected phenomena in an era of globalization. (5) It is a longitudinal ethnographic study that crosses national borders. This book is based on five years of interviews with and observations about students, their parents, and educators from both groups both at and outside the school (in the U.S. and in Korea). (6) It contains both micro- and macro-analytic theoretical foundations to support assertions and claims related to the implementation of policies on the part of the school to remedy the culture clash.

Download or read book English Only No Korean Korean Internationals in an American High School written by Hye-young Park and published by CreateSpace. This book was released on 2014-06-07 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Key words: Foucault's neoliberal governmentality and genealogy of homo-economicus, the Man of enterprise (entrepreneur), Human capital, Early study abroad (ESA) as a transnational strategy, Korean education and English fever, Educational migration and globalization, Asian model minority and yellow peril, Christianity and capitalism, Linguistic imperialism and Hegemony of America Grade-obsessed Koreans, Listen! English-Only, No Korean! Fragile civility: an evangelical American school meets Korean international students in the 21st century Based on five years of ethnographic research, the book examined the cross-national clash that emerged when a Midwestern Christian high school, Joshua High School, predominantly white, enrolled escalating numbers of Early Study Abroad (Chogi Yuhak) Korean teenagers. The tensions among U.S. teachers and students and Korean internationals at the school resulted in the promulgation of English-Only and guardianship policies (i.e., students had to be residing with a parent or an official guardian). In examining these policies, she discovered uncomfortable and considerable incompatibilities between the school's staff and leadership, and the educational and social goals and expectations of the Korean students and their parents. She argues, however, that a veneer of civility obscured these diverging perspectives from surfacing explicitly. The tensions were complicated by linguistic, religious, racial/ethnic differences, as well as class, citizenship, and identity issues. The resulting experiences suggested that neither the Korean families nor the school staff were prepared for the conflict that ensued. The largest and rapidly growing numbers of “international students” in U.S. institution of elementary, secondary, or higher education at all levels pose opportunities, as well as significant challenges, both within the academic settings and in the larger communities. In light of the urgency and growth of these concerns, this book presents considerable possibilities and obstacles relative to understanding how language exists in a cross-national context. It particularly focuses on the importance of language, in particular the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation. Researching the culture clash, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts—tensions and frictions. This book is unique in that: (1) It is highly pertinent to today's scene because of the growing numbers of international students that are expected to enroll in U.S schools and schools worldwide. (2) It is about international students, especially K-12, which has received relatively little attention in academic publishing. (3) The author is a former international student and current scholar with a focus on transnational Korean issues in the U.S. (4) The credibility of the research is enhanced by its adoption of a broad, interdisciplinary methodological toolkit to address transnational contact, race/ethnicity, language, culture, class, nationality, and identity as inextricably interconnected phenomena in an era of globalization. (5) It is a longitudinal ethnographic study that crosses national borders. This book is based on five years of interviews with and observations about students, their parents, and educators from both groups both at and outside the school (in the U.S. and in Korea). (6) It contains both micro- and macro-analytic theoretical foundations to support assertions and claims related to the implementation of policies on the part of the school to remedy the culture clash.

Download or read book English Only No Korean Korean Internationals in an American High School written by Hye-young Park and published by CreateSpace. This book was released on 2014-06-07 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Key words: Foucault's neoliberal governmentality and genealogy of homo-economicus, the man of enterprise (entrepreneur), human capital, Early Study Abroad (ESA) as a transnational strategy, Korean education and English fever, Educational migration and globalization, Asian model minority and yellow peril, Christianity and capitalism, linguistic imperialism and Hegemony of America Grade-obsessed Koreans, Listen! English-Only, No Korean! Fragile Civility: an Evangelical American School Meets Korean International Students in the 21st Century Based on five years of ethnographic research, the book examined the cross-national clash that emerged when a Midwestern Christian high school, Joshua High School, predominantly white, enrolled escalating numbers of Early Study Abroad (Chogi Yuhak) Korean teenagers. The tensions among U.S. teachers and students and Korean internationals at the school resulted in the promulgation of English-Only and guardianship policies (i.e., students had to be residing with a parent or an official guardian). In examining these policies, she discovered uncomfortable and considerable incompatibilities between the school's staff and leadership, and the educational and social goals and expectations of the Korean students and their parents. She argues, however, that a veneer of civility obscured these diverging perspectives from surfacing explicitly. The tensions were complicated by linguistic, religious, racial/ethnic differences, as well as class, citizenship, and identity issues. The resulting experiences suggested that neither the Korean families nor the school staff were prepared for the conflict that ensued. The largest and rapidly growing numbers of “international students” in U.S. institution of elementary, secondary, or higher education at all levels pose opportunities, as well as significant challenges, both within the academic settings and in the larger communities. In light of the urgency and growth of these concerns, this book presents considerable possibilities and obstacles relative to understanding how language exists in a cross-national context. It particularly focuses on the importance of language, in particular the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation. Researching the culture clash, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts—tensions and frictions. This book is unique in that: (1) It is highly pertinent to today's scene because of the growing numbers of international students that are expected to enroll in U.S schools and schools worldwide. (2) It is about international students, especially K-12, which has received relatively little attention in academic publishing. (3) The author is a former international student and current scholar with a focus on transnational Korean issues in the U.S. (4) The credibility of the research is enhanced by its adoption of a broad, interdisciplinary methodological toolkit to address transnational contact, race/ethnicity, language, culture, class, nationality, and identity as inextricably interconnected phenomena in an era of globalization. (5) It is a longitudinal ethnographic study that crosses national borders. This book is based on five years of interviews with and observations about students, their parents, and educators from both groups both at and outside the school (in the U.S. and in Korea). (6) It contains both micro- and macro-analytic theoretical foundations to support assertions and claims related to the implementation of policies on the part of the school to remedy the culture clash.

Download or read book Model Minority Now Perceived As Threat Korean Internationals in an American High School written by Hye-Young (Lisa) Park and published by . This book was released on 2014-12-05 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a five-year ethnographic study, Dr. Park traces the developments of integration, assimilation, and segregation of international students in the American school system. She investigates how American Christian high school officials implemented policies in an attempt to remedy conflicts with their (Korean) international students. These policies caused a further escalation of conflicts, tensions, and struggles. The credibility of this book is enhanced by its adoption of a broad, interdisciplinary, and methodological toolkit to address this transnational contact as inextricably interconnected phenomena in the context of global capitalism and imperialism. Examining these policies unraveled the uncomfortable incompatibilities between the educational and social goals of the school leadership and those of the international students and their parents. It also details the fascinating ways that the school legitimatized specific kinds of knowledge to establish its policies under the name of care and love and suggest practical solutions and policy recommendations. In light of the urgency and growth of these concerns, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts. It focuses on the importance of language, in particular, the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation. ******************************** Blurbs I admire the truly fascinating field site and situation at the heart of this book. ...Dr. Park has a great deal to say both to American schools - and South Korean parents - about the often very serious misunderstandings that develop in this contact zone. -Nancy Abelmann, University of Illinois at Urbana-Champaign, author of "The intimate University: Korean American Students and the Problems of Segregation." Looks like a most interesting book.... The deluge of materials is so great.... -Noam Chomsky, Massachusetts Institute of Technology, author of "Hegemony or Survival: America's Quest for Global Dominance." The way missionaries or deeply Christian people feel the need to convert people...without appreciating that this faith is embedded in the belief that global Americanisation is a God-given duty. This is at the root of U.S. neocolonialism.... I fully endorse your plea for tough criticism. -Robert Phillipson Copenhagen Business School, author of "Linguistic Imperialism." Dr. Park provides insights into South Korea's obsession with educational attainment and into American schooling. It is a fascinating tale of cross-cultural misunderstandings with practical lessons to be learned including about English language policy in American schools. -Michael Seth, James Madison University, author of "Education Fever: Society, Politics, and Pursuit of Schooling in South Korea." Cultural, linguistic, and educational challenges facing international students in the US school system is an issue of great importance yet often missing in political debates revolved around school reform. ... Educators, school practitioners, sociolinguists, and policy makers concerned with the academic success of linguistically and culturally diverse students must read this book. -Pierre W. Orelus, New Mexico State University, author of "On Language, Democracy and Social Justice: Chomsky's Critical Intervention."

Download or read book Fluid and Flexible Identities When Koreans Meet an American School written by Hye-young Park and published by CreateSpace. This book was released on 2014-06-18 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a continuation of her book, “Culture Clash: Korean International Students in an American High School” which examines how the differing educational goals and expectations of Korean students, their parents, and school officials made for daily struggles and challenges. Through multiple case study analysis based on five years of ethnographic research, in this book, Dr. Park investigates how Korean students' Korean educational experiences are reflected in the American school and how they negotiate school cultures and their emergent bicultural identities. She introduces the following: South Korean educational culture and Korean students' response to that culture, the American school's response to Korean educational migration, Korean students' response to the American school, and how Korean students were becoming made subjects in two different systems in an era of global neoliberalism. With an expansive historical and geographical perspective on politics and power relations, the author focuses broadly on how a person develops both a deeply felt and a strategic identity. She finds considerable variation in the way that the Korean students learned to become a foreign minority at the school: their response to the school assimilation policy and their inner/felt identity all varied. While some Korean students fashioned a rebellious stance to the dominant school ideology by joining largely homogenous Korean social groups, others, instead, relinquished their Korean identities and were complicit with the school's assimilationist approach to diversity. Still others fell somewhere in the middle of this spectrum, by partially assimilating and partially rebelling. For example, their choice of citizenship and identity vary from: “I hate Korea, Korean education is trash. I will do whatever I can do for getting an American citizenship” and “My biological father, Korea, treat me bad and America is my country which adopted me,” to “I will devote myself to Korea, my country” and “ Korean people are superior to any other ethnicities. Korean language is so awesome to articulate much subtle stuff. Wherever I go, I am Korean.” From a global economic perspective, however, shared strategic identity among Koreans, as a group, is somewhat uniform as a survival strategy. They chose whatever is beneficial in becoming an entrepreneur of oneself, namely, the self of enterprise, or a “neoliberal homo economicus” in a neoliberal regime (Foucault, 2008). Target audience: Educational researchers, sociologists, educational philosophers, teacher educators, teachers, educational administrators, international students and their parents, guidance counselors, qualitative/ ethnographic researchers International appeal: The topic of international students is not widely researched, but is growing in popularity. It is also connected to topics of race, religion, culture, and language on a global level. The latter topics have strong research histories in relation to American minorities, not international minorities. It would have an appeal all over the world (e.g., South Korea, United States, Canada, Great Britain, and other Asian countries) because the population of international student is rapidly growing worldwide. While there are no books in direct competition with this book, related books are on the topic of Asian American or other minority American group students including international students. Driven by rapid growth of international students into the United States and worldwide, this book illuminates the issues with identity that are involved in the interface of South Korean international students and American majority students by maximizing the understanding of the intensity of the conflicts—tensions and frictions.

Download or read book Journal of International Students 2018 Vol 8 2 written by Krishna Bista and published by OJED/STAR. This book was released on 2019-10-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education.

Download or read book Journal of International Students May August 2018 Volume 8 Number 2 written by Krishna Bista and published by Lulu.com. This book was released on 2018-05-27 with total page 686 pages. Available in PDF, EPUB and Kindle. Book excerpt: An interdisciplinary, peer-reviewed publication, Journal of International Students is a professional journal that publishes narrative, theoretical and empirically-based research articles, study abroad reflections, and book reviews relevant to international students, faculty, scholars, and their cross-cultural experiences and understanding in higher education. The Journal audience includes international and domestic students, faculty, administrators, and educators engaged in research and practice in international students in colleges and universities. More information on the web: http: //jistudents.org/

Download or read book Model Minority Now Perceived As Threat Korean Internationals in an American H written by Hye-Young (Lisa) Park and published by . This book was released on 2014-12-06 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on a five-year ethnographic study, Dr. Park traces the developments of integration, assimilation, and segregation of international students in the American school system. She investigates how American Christian high school officials implemented policies in an attempt to remedy conflicts with their (Korean) international students. These policies caused a further escalation of conflicts, tensions, and struggles. The credibility of this book is enhanced by its adoption of a broad, interdisciplinary, and methodological toolkit to address this transnational contact as inextricably interconnected phenomena in the context of global capitalism and imperialism. Examining these policies unraveled the uncomfortable incompatibilities between the educational and social goals of the school leadership and those of the international students and their parents. It also details the fascinating ways that the school legitimatized specific kinds of knowledge to establish its policies under the name of care and love and suggest practical solutions and policy recommendations. In light of the urgency and growth of these concerns, this book aims at fostering the possibility of integrating international students through a rigorous analysis of the close proximity between the two groups while maximizing the understanding of the intensity of the conflicts. It focuses on the importance of language, in particular, the emergence of English as today's lingua franca, in terms of integration as opposed to assimilation.

Download or read book Languaging Myths and Realities written by Qianqian Zhang-Wu and published by Multilingual Matters. This book was released on 2021-11-15 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education institutions in Anglophone countries often rely on standardized English language proficiency exams to assess the linguistic capabilities of their multilingual international students. However, there is often a mismatch between these scores and the initial experiences of international students in both academic and social contexts. Drawing on a digital ethnography of Chinese international students’ first semester languaging practices, this book examines their challenges, needs and successes on their initial languaging journeys in higher education. It analyzes how they use their rich multilingual and multi-modal communicative repertories to facilitate languaging across contexts, in order to suggest how university support systems might better serve the needs of multilingual international students.