Critical Ethnography of a Multilingual and Multicultural Korean Language Classroom: Discourses on Identity, Investment and Korean-ness
Following critical/post-structural perspectives in conducting ethnographic research on the political dimension of language learning, this study examines language learners’ identity and investment in a post-secondary Korean language classroom in Canada. First, this study explores the ways in which Ko...
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| Language: | en_ca |
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2009
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| Online Access: | http://hdl.handle.net/1807/19165 |