영어로 말할 수 있는 기회와 권리 연구: 미국 조기유학생의 사례를 중심으로

초록

The purpose of this study is to explore the relationship of Korean ESA (Early Study Abroad) students to their social world from poststructuralist perspectives. Poststructuralist conception of identity and Bourdieu (1977)’s notion of legitimate speaker were used to explain the findings of the ESA learners from a Korean-American community. The research focused on four ESA students who spent some of their formative, K-12, years studying in the American schools, in order to investigate how their positioning in the social world facilitate or constrain their growing as good learners or legitimate speakers, by using multiple sources of qualitative data, such as students’ group discussion, interviews, and participant observation. It was found that the way in which ESA students created and responded to their opportunities to speak English was mediated by their multiple and changing identities.

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