Browsing by Author "Shin, Hyunjung"

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    English Monolingualism in Canada: A Critical Analysis of Language Ideologies
    (Springer Nature, 2021) Sterzuk, Andrea; Shin, Hyunjung
    This chapter examines the construction of English monolingualism as a historical and ongoing normative educational practice in Canada. Canada presents an interesting case because, at first glance, it might appear not to fit the English monolingual mold. Since 1969, Canada has been an officially bilingual country (English and French) with notable levels of multilingualism, in urban centres. Yet, currently, 56% of Canadians are English monolinguals (Statistics Canada, 2017). This chapter begins by examining the construction of English monolingualism as a historical normative educational practice in Canada with a particular focus on the policies and history of Saskatchewan, one province with particularly high levels of English monolingualism. Understanding the considerable state efforts towards producing Canada as a monolingual English country are useful for understanding the present-day monolingual mindsets of many Anglophone Canadians. Next, we explore how present-day Canadian official bilingualism policy is framed within ideologies of bilingualism as two parallel monolingualisms (Heller, 2007; Heller & McElhinny, 2017; Irvine & Gal, 2000). Finally, drawing from contemporary examples in higher education policy and practices in Saskatchewan, we discuss examples of equitable educational initiatives to better support plurilingual competence of all language learners through educational policy, curriculum, and practices.
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    First Languages and identity: Multilingual Learners in the Multilingual Learning Context
    (Faculty of Graduate Studies and Research, University of Regina, 2014-05-16) Penner, Cynthia; Sterzuk, Andrea; Brogden, Lace Marie; Mulholland, Valerie; Shin, Hyunjung
    This qualitative study explores the relationship between multilingual learners’ identities (Norton, 2000; 2010) and their first languages. In this study, an examination of urban Saskatchewan students’ use of first languages in a multilingual classroom was investigated. In addition, the ways in which notions of identity and investment (Norton, 2000) impacted the students’ use of first languages in the classroom was explored. Data were collected from nine multilingual learners, in grades seven and eight, using a questionnaire, interviews and my research journal. The interviews asked about student awareness, attitudes and use of first languages in the multilingual learning context (Lytra & MØller, 2011). The findings indicated that multilingual learners view first languages in a way that impacts their identities. Multilingual learners also invest (Norton, 2000) in first languages in the multilingual learning context and create a community of learners (Denos, Toohey, Neilson, & Waterstone, 2009; Rogoff, Goodman Turkanis, & Bartlett, 2001), where a variety of first languages is used. Some implications for provincial education policy and classroom planning are mentioned.