{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/90767"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/90767","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"English—only when necessary: literacy practices of Korean undergraduate students at a 'global' university","abstract":"\"Since the first significant appearance of international students in U.S. higher education in the early 1990s, English language literacy has been a central focus to literacy teachers. Despite the plethora of studies concerning students' second language proficiency, primarily aiming to enhance assimilation and acculturation into the U.S. academic disciplines, not many studies have looked beyond the pedagogical/instructional aspects within classroom settings. Under labels such as \"\"international students,\"\" \"\"ESL learners,\"\" or just \"\"foreigners,\"\" the students have often been considered one large homogeneous group in need of homogeneous language support.To understand the limits of such a blanket approach and to avoid deficit ideologies that focus primarily on what international students lack in language and literacy, my study explores the past, present, and projected literacy experiences of South Korean undergraduate students with early study abroad (ESA or jogi yuhak1) experiences. I argue that the language and literacy practices of these undergraduate students (henceforth post-jogi yuhak students), with pre-college education in English speaking countries - including the United States, Canada, Australia, Singapore and Malaysia - continuously develop within the larger global and local contexts. My study therefore complicates not only categories of transnational students but also approaches to pedagogy. This understanding of the complexity of multilingual backgrounds is crucial to the field of Rhetoric and Composition at a pivotal time when U.S. higher education institutions are experiencing an unprecedented increase in the number of international undergraduate students. This dissertation highlights the literacy and rhetorical practices of post-jogi yuhak students, a particular group of international undergraduate students who have been fairly unknown to non-Koreans on campus and to composition and rhetoric scholars despite their significant presence in U.S. higher education institutions. At the University of Illinois, the public higher education institution with the largest international student population, Korean students are the second largest international group and more than 80% of them have had jogi yuhak experience. My ethnographic project provides in-depth articulation of ways post-jogi yuhak students’ literacies and literate selves do and do not develop as they navigate college life. As my study demonstrates, post jogi yuhak students sought out a transnational educational experience early in their lives to learn English and become \"\"global\"\" citizens, yet at Illinois I claim that they are heavily engaged in localization of their \"\"Koreanness\"\" not only through their use of the Korean language but also through the institutionalized rebuilding Korean social practices. These practices ultimately help them ground their identities as college students. Their literacy and rhetorical practices are shaped not only by and within global and local politics but also within the everyday dynamics of a particular institutional climate and policies.\"","abstract_html":""Since the first significant appearance of international students in U.S. higher education in the early 1990s, English language literacy has been a central focus to literacy teachers. Despite the plethora of studies concerning students' second language proficiency, primarily aiming to enhance assimilation and acculturation into the U.S. academic disciplines, not many studies have looked beyond the pedagogical/instructional aspects within classroom settings. Under labels such as ""international students,"" ""ESL learners,"" or just ""foreigners,"" the students have often been considered one large homogeneous group in need of homogeneous language support.To understand the limits of such a blanket approach and to avoid deficit ideologies that focus primarily on what international students lack in language and literacy, my study explores the past, present, and projected literacy experiences of South Korean undergraduate students with early study abroad (ESA or jogi yuhak1) experiences. I argue that the language and literacy practices of these undergraduate students (henceforth post-jogi yuhak students), with pre-college education in English speaking countries - including the United States, Canada, Australia, Singapore and Malaysia - continuously develop within the larger global and local contexts. My study therefore complicates not only categories of transnational students but also approaches to pedagogy. This understanding of the complexity of multilingual backgrounds is crucial to the field of Rhetoric and Composition at a pivotal time when U.S. higher education institutions are experiencing an unprecedented increase in the number of international undergraduate students. This dissertation highlights the literacy and rhetorical practices of post-jogi yuhak students, a particular group of international undergraduate students who have been fairly unknown to non-Koreans on campus and to composition and rhetoric scholars despite their significant presence in U.S. higher education institutions. At the University of Illinois, the public higher education institution with the largest international student population, Korean students are the second largest international group and more than 80% of them have had jogi yuhak experience. My ethnographic project provides in-depth articulation of ways post-jogi yuhak students’ literacies and literate selves do and do not develop as they navigate college life. As my study demonstrates, post jogi yuhak students sought out a transnational educational experience early in their lives to learn English and become ""global"" citizens, yet at Illinois I claim that they are heavily engaged in localization of their ""Koreanness"" not only through their use of the Korean language but also through the institutionalized rebuilding Korean social practices. These practices ultimately help them ground their identities as college students. Their literacy and rhetorical practices are shaped not only by and within global and local politics but also within the everyday dynamics of a particular institutional climate and policies."","abstract_has_math":false,"creators":["Kang, Yu-Kyung"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Prior, Paul A.","Hawisher, Gail","Mortensen, Peter","Abelmann, Nancy A."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-07-07T20:27:28Z","date_published":"2016-07-07T20:27:28Z","updated_at":"2026-07-22T22:26:34Z","subjects":["internationalization","linguistic diversity","US higher education","study abroad","student organization"],"languages":["en"],"rights":["Copyright 2016 Yu-Kyung Kang"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/90767","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Prior, Paul A.","Hawisher, Gail","Mortensen, Peter","Abelmann, Nancy A."]},{"key":"dc:creator","label":"Author","values":["Kang, Yu-Kyung"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-07-07T20:27:28Z","2018-07-08T09:15:16Z","2016-04-19","2016-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["internationalization","linguistic diversity","US higher education","study abroad","student organization"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Yu-Kyung Kang"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/90767"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["\"Since the first significant appearance of international students in U.S. higher education in the early 1990s, English language literacy has been a central focus to literacy teachers. Despite the plethora of studies concerning students' second language proficiency, primarily aiming to enhance assimilation and acculturation into the U.S. academic disciplines, not many studies have looked beyond the pedagogical/instructional aspects within classroom settings. Under labels such as \"\"international students,\"\" \"\"ESL learners,\"\" or just \"\"foreigners,\"\" the students have often been considered one large homogeneous group in need of homogeneous language support.To understand the limits of such a blanket approach and to avoid deficit ideologies that focus primarily on what international students lack in language and literacy, my study explores the past, present, and projected literacy experiences of South Korean undergraduate students with early study abroad (ESA or jogi yuhak1) experiences. I argue that the language and literacy practices of these undergraduate students (henceforth post-jogi yuhak students), with pre-college education in English speaking countries - including the United States, Canada, Australia, Singapore and Malaysia - continuously develop within the larger global and local contexts. My study therefore complicates not only categories of transnational students but also approaches to pedagogy. This understanding of the complexity of multilingual backgrounds is crucial to the field of Rhetoric and Composition at a pivotal time when U.S. higher education institutions are experiencing an unprecedented increase in the number of international undergraduate students. This dissertation highlights the literacy and rhetorical practices of post-jogi yuhak students, a particular group of international undergraduate students who have been fairly unknown to non-Koreans on campus and to composition and rhetoric scholars despite their significant presence in U.S. higher education institutions. At the University of Illinois, the public higher education institution with the largest international student population, Korean students are the second largest international group and more than 80% of them have had jogi yuhak experience. My ethnographic project provides in-depth articulation of ways post-jogi yuhak students’ literacies and literate selves do and do not develop as they navigate college life. As my study demonstrates, post jogi yuhak students sought out a transnational educational experience early in their lives to learn English and become \"\"global\"\" citizens, yet at Illinois I claim that they are heavily engaged in localization of their \"\"Koreanness\"\" not only through their use of the Korean language but also through the institutionalized rebuilding Korean social practices. These practices ultimately help them ground their identities as college students. 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Despite the plethora of studies concerning students' second language proficiency, primarily aiming to enhance assimilation and acculturation into the U.S. academic disciplines, not many studies have looked beyond the pedagogical/instructional aspects within classroom settings. Under labels such as \"\"international students,\"\" \"\"ESL learners,\"\" or just \"\"foreigners,\"\" the students have often been considered one large homogeneous group in need of homogeneous language support.To understand the limits of such a blanket approach and to avoid deficit ideologies that focus primarily on what international students lack in language and literacy, my study explores the past, present, and projected literacy experiences of South Korean undergraduate students with early study abroad (ESA or jogi yuhak1) experiences. I argue that the language and literacy practices of these undergraduate students (henceforth post-jogi yuhak students), with pre-college education in English speaking countries - including the United States, Canada, Australia, Singapore and Malaysia - continuously develop within the larger global and local contexts. My study therefore complicates not only categories of transnational students but also approaches to pedagogy. This understanding of the complexity of multilingual backgrounds is crucial to the field of Rhetoric and Composition at a pivotal time when U.S. higher education institutions are experiencing an unprecedented increase in the number of international undergraduate students. This dissertation highlights the literacy and rhetorical practices of post-jogi yuhak students, a particular group of international undergraduate students who have been fairly unknown to non-Koreans on campus and to composition and rhetoric scholars despite their significant presence in U.S. higher education institutions. At the University of Illinois, the public higher education institution with the largest international student population, Korean students are the second largest international group and more than 80% of them have had jogi yuhak experience. My ethnographic project provides in-depth articulation of ways post-jogi yuhak students’ literacies and literate selves do and do not develop as they navigate college life. As my study demonstrates, post jogi yuhak students sought out a transnational educational experience early in their lives to learn English and become \"\"global\"\" citizens, yet at Illinois I claim that they are heavily engaged in localization of their \"\"Koreanness\"\" not only through their use of the Korean language but also through the institutionalized rebuilding Korean social practices. These practices ultimately help them ground their identities as college students. Their literacy and rhetorical practices are shaped not only by and within global and local politics but also within the everyday dynamics of a particular institutional climate and policies.\"","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2018-05-01","The student, Yu-Kyung Kang, accepted the attached license on 2016-04-18 at 14:34.","The student, Yu-Kyung Kang, submitted this Dissertation for approval on 2016-04-18 at 14:48.","This Dissertation was approved for publication on 2016-04-19 at 10:29.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9253 on 2016-07-07 at 13:49:25","Made available in DSpace on 2016-07-07T20:27:28Z (GMT). No. of bitstreams: 3 KANG-DISSERTATION-2016.pdf: 6595082 bytes, checksum: e254042c8c7c1e628b4661ded9957a21 (MD5) LICENSE.txt: 4210 bytes, checksum: 2d6f2bd947dfa56fc049e9e014b1844a (MD5) PROQUEST_LICENSE.txt: 4556 bytes, checksum: 22d7b00b15fabbb3a552b29cc10a0abf (MD5) Previous issue date: 2016-04-19","Embargo set by: Seth Robbins for item 93119 Lift date: 2018-07-07T20:28:14Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 93119 Lift date: 2018-07-07T20:35:34Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 93119 on 2018-07-08T09:15:16Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/90767"],"dc:language":["en"],"dc:rights":["Copyright 2016 Yu-Kyung Kang"],"dc:subject":["internationalization","linguistic diversity","US higher education","study abroad","student organization"],"dc:title":["English—only when necessary: literacy practices of Korean undergraduate students at a 'global' university"],"dc:type":["text"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:34Z"}