Dr Mi Yung Park
PhD, Korean Linguistics, University of Hawaii; MA, Second Language Studies, University of Hawaii
Mi Yung Park is a Lecturer in Korean at the University of Auckland. She received her PhD (2014) from the University of Hawaii and joined the University of Auckland in February 2014.
Research | Current
I am interested in supervising postgraduate students with interests in language and identity, language ideology, heritage language education, and multilingualism. I use qualitative research methods combined with ethnographic and discourse analytic approaches in order to shed light on the relationship between language learning and identity in the context of migration. I am currently working on the following research projects funded by the University of Auckland and Academy of Korean Studies:
Career aspirations and language practices: Southeast Asian migrant women in South Korea (2018-ongoing)
This study investigates how the career aspirations of marriage-migrant women in Korea shape their language practices. The aim of this study is to understand migrant women’s career-related challenges and the support they need in their career development and language learning.
This paper will be presented as part of a colloquium “Borders, (Im)mobilities and Spatialised Linguistic Resources” at the Sociolinguistics Symposium 22 (28 June 2018), University of Auckland, New Zealand. http://programme.exordo.com/ss22/delegates/presentation/356/
Language use and identity construction among mixed-heritage children in South Korea (2017-ongoing)
This project explores whether and to what extent multi-ethnic children of Southeast Asian marriage-migrant mothers in rural Korea maintain and develop their heritage language. It particularly highlights conflicting language practices and ideologies among mothers and other family members regarding the children’s minority language development.
Language ideologies and practices among rural marriage-migrants in South Korea (2016-ongoing)
This research focuses on how the Southeast Asian marriage-migrant women construct their language ideologies and develop stances toward their local dialect and the standard dialect, as they interact with speakers of standard Korean. I also explore how their language ideologies and their Korean language teachers’ views have impacted the women’s language practices.
- (forthcoming). Gender ideologies and Korean language learning: Experiences of rural marriage-migrants in South Korea. In K. Horner and J. Dailey-O’Cain (Eds.), Multilingualism and (Im)mobilities: Language, Identity and Power. Bristol: Multilingual Matters.
Teaching | Current
KOREAN 111 Korean for Beginners 2
KOREAN 201 Intermediate Korean 2
KOREAN 300 Advanced Korean 1
Academy of Korean Studies Research Grant 2017 ($9,000): Language Use and Identity Construction of Mixed-Heritage Children in South Korea
Faculty Development Research Fund 2014-2016 ($24,000): Exploring Language Learning and Identity in the Context of Migration
CLL Research Committee
Study Abroad Adviser
Areas of expertise
- Teaching Korean as a Second/Foreign Language
- Language, identity, and migration
- Heritage language education
- Multilingualism and multiculturalism
- Discourse analysis
Organizing Committee, Sociolinguistics Symposium 22
Selected publications and creative works (Research Outputs)
- Park, M. Y. (2017). ‘I want to learn Seoul speech!’: language ideologies and practices among rural marriage-migrants in South Korea. International Journal of Bilingual Education and Bilingualism, Online first10.1080/13670050.2017.1351419
- Park, M. Y. (2017). Developing bilingualism in a largely monolingual society: Southeast Asian marriage migrants and multicultural families in South Korea. In F. Fozdar, R. Zarine (Eds.) Mixed race in Asia: past, present and future (pp. 67-81). New York: Routledge. Related URL.
- Park, M. Y. (2017). Resisting linguistic and ethnic marginalization: voices of Southeast Asian marriage-migrant women in Korea. Language and Intercultural Communication, 17 (2), 118-134. 10.1080/14708477.2016.1165240
- Park, M. Y. (2016). Integrating rapport-building into language instruction: A study of Korean foreign language classes. Classroom Discourse, 7 (2), 109-130. 10.1080/19463014.2015.1116103
- Park, M. Y. (2014). A study of the Korean sentence-ender -(u)psita: Implementing activity transitions in the KFL classroom. Journal of Pragmatics, 68, 25-39. 10.1016/j.pragma.2014.04.008
- Park, M. Y. (2014). Teachers' use of speech styles in the Korean language classroom University of Hawai'i at Manoa. ProQuest. Related URL.
- Park, M. Y. (2014). The use of the -(su)pnita form in Korean language classroom discourse. Japanese/Korean Linguistics (pp. 217-230). University of Chicago Press: CSLI Publications.
- Sohn, H.-M., Jeong, H., & Park, M. Y. (2013). Toward K-16 articulation for advanced Korean language learning. In H.-M. Sohn (Ed.) Topics in Korean Language and Linguistics (pp. 747-761). Seoul, Korea: Korea University Press.