Bibliografie tematiche / Korean language – korea (south) – self-instruction

Letteratura scientifica selezionata sul tema "Korean language – korea (south) – self-instruction"

Autore: Grafiati

Pubblicato: 27 luglio 2024

Ultima modifica: 29 luglio 2024

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Articoli di riviste sul tema "Korean language – korea (south) – self-instruction"

Song, Juyoung. "English and internationalization of Korean universities". Study Abroad Research in Second Language Acquisition and International Education 5, n. 2 (7 ottobre 2020): 153–74. http://dx.doi.org/10.1075/sar.19001.son.

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Abstract The internationalization of higher education in South Korea has brought marked changes to the linguistic and cultural diversity of university campuses. This ethnographic case study examined language policies, language use, and intercultural interactions in two localized English-Medium-Instruction courses that incorporated both English and Korean as mediums of instruction. The results drawn from interviews with ten participants and observations of classroom interactions show that English was a primary medium for students’ academic literacy and Korean as an additional communication tool in the absence of any explicit Medium of Instruction policy. They also illustrate how the different statuses of the two languages limited students’ investment in learning Korean as a second language and created unequal intercultural interactions between speakers of different languages. The results illuminate how a neoliberal ideology adopted and enacted at a national and institutional level through internationalization translated into implicit policies and practices at different levels on campus.

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Pang, Sangho, David Reinking, Amy Hutchison e Deanna Ramey. "South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction". Education Research International 2015 (2015): 1–13. http://dx.doi.org/10.1155/2015/783593.

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We investigated South Korean literacy and language arts teachers’ perceptions about integrating interactive communication technologies (ICTs) into instruction. The survey addressed their access to various applications and technologies associated with ICTs, access to technological support, frequency and importance of use, and obstacles to and conceptions of integrating ICTs. Descriptive and correlational data are reported suggesting that although classroom use of ICTs is mandated at the national level, South Korean teachers perceive access to some tools and applications, as well as the availability of technical assistance at both the school and district level, to be limited. We compare data from this study to our findings from a similar study conducted in the USA and discuss what the findings reveal about integration of ICTs into literacy instruction in South Korea. The implications for education policy in South Korea and for continued research to clarify findings across national and cultural boundaries are discussed. For example, despite reporting greater impact of obstacles and less technical support than their US counterparts, South Korean teachers reported using ICTs more frequently than teachers from the USA.

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Kim-Renaud, Young-Key. "Mixed Script and Literacy in Korea". Korean Linguistics 12 (1 gennaio 2004): 161–82. http://dx.doi.org/10.1075/kl.12.07ykk.

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Abstract. Today, Chinese characters (hanca) and Chinese-based Korean vocabulary (hancae or Sino-Korean) are either embraced or rejected as part of Korean identity. For more than a millennium, Koreans internalized Chinese belles lettres, making Chinese high culture a guiding light for gentlemen. Many Koreans today resent attitudes of satay ('serve the great') or mohwa ('adulate China'). However, others find this cynical self-image distorted or misguided. While the debate about mixed writing continues, the language will take its natural course. Since the "hankul only" policy was adopted in both Koreas, the need for continued use of Chinese has been felt, and policies have fluctuated. Nevertheless, Chinese � slowly coming to be seen as heavy, unclear, and perfunctory � is being abandoned. Hankul is there to stay, although it must keep "reforming" to trace language change. In today's global age, most South Koreans are no longer obsessed with independence. Mixed script with English or other European languages and logography in cyber writing may denote a contemporary educated people, despite strident voices from purists. Such mixed script constitutes an interesting new development in the Korean writing tradition. Whatever may evolve in both spoken and written Korean will be an important manifestation of national identity.

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Kang, Hyun-Sook. "English-only instruction at Korean universities: Help or hindrance to higher learning?" English Today 28, n. 1 (marzo 2012): 29–34. http://dx.doi.org/10.1017/s0266078411000654.

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As the suicides by a few students at one of South Korea's (hereafter Korea) most prestigious universities drew a great deal of attention from the public, partial blame went to the new institutional policy imposed by the university's top administrator: exclusive use of English as the medium of instruction across the entire curriculum (McDonald, 2011). The fanatical pursuit of English education and the overall status of the English language in Korean society have been well documented in the literature (e.g., Jeon & Lee, 2006; Jeong, 2004; Lee & Shin, 2008; Park, 2009; Seth, 2002). However, little has been written about another controversial trend, English-only instruction, recently introduced at a few selective institutions of higher education in Korea.

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Schneider, Ian. "“It’s not real culture anyway”: Language ideologies of local and expatriate English teachers in rural South Korea". Proceedings of the Linguistic Society of America 8, n. 1 (27 aprile 2023): 5503. http://dx.doi.org/10.3765/plsa.v8i1.5503.

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In South Korea (Korea), Park (2004) identifies three dominant English language ideologies: necessity (English as essential to compete in neoliberal markets), externalization (English as antithetical to Korean identity), and self-deprecation (English as unobtainable by Korean speakers). While studies have explored these ideologies among Korean English teachers in cosmopolitan settings like Seoul, few studies consider how teachers in rural areas negotiate these language ideologies. This study compares ideological stances from both expatriate guest English teachers (GETs) and local Korean English teachers (LETs). Participants working in the rural province of Jeollanamdo conducted semi-structured interviews about their perspectives and experiences regarding English education in Korea. Interviews underwent thematic analysis where initial codes identified Park’s three ideologies, and further coding produced subthemes through stance analysis. Findings indicate a diverse mix of stances between LETs and GETs that both affirm and resist dominant English language ideologies. LETs and GETs with experience working in both rural islands and coastal cities also report variation in students’ motivation and stress toward English education. By examining variation in teachers’ stancetaking toward dominant English language ideologies, this study challenges Bourdieu’s (1991) notion of a unified linguistic ideological marketplace.

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Yoo, Suk-Jo. "The Effects of Foreign Students' Korean Speaking Education Service Quality on Their Intention to Continue Learning: Focusing on the Mediating Effect of Self-Direction". Korean Association For Learner-Centered Curriculum And Instruction 23, n. 24 (31 dicembre 2023): 571–84. http://dx.doi.org/10.22251/jlcci.2023.23.24.571.

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Objectives The purpose of this study is to examine the structural relationship between the factors of the education service quality for the provision of high-quality educational services to foreign students studying in South Korea, which were, respectively, self-direction and the intention to continue learning, to help the understanding of the personal characteristics of foreign learners and provide implications for the improvement of education services. Methods For this purpose, 378 Korean language learners studying Korean speaking as a foreign language in a college located in South Korea were surveyed, and the data were analyzed using SPSS 26.0 and AMOS 26.0 programs. Results First, of the quality factors of Korean speaking education for foreign students, trust, responsiveness, certainty, and empathy were confirmed to have a significant and positive impact on self-direction. Second, of the quality factors of Korean speaking education for foreign students, trust, responsiveness, certainty, and empathy significantly and positively impacted the intention to continue learning. Third, the self-direction on Korean speaking education for foreign students was found to positively and significantly impact the intention to continue learning. Fourth, as for the mediating effect of self-direction in the relationship between the quality of Korean speaking education and the intention to continue learning, it was shown that self-direction had a significant mediating effect only in the relationship between the quality of education service, namely trust, responsiveness, certainty, and empathy, and the intention to continue learning. Conclusions The universities that provide Korean language programs to foreign students should implement various systems to enhance self-direction among learners.

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Reyes, Cyril. "A Rhizomatic Analysis of the Korean EMI Experience: A Report on Shifting Attitudes towards English as a Medium of Instruction in South Korea". Academic Journal of Interdisciplinary Studies 12, n. 2 (5 marzo 2023): 1. http://dx.doi.org/10.36941/ajis-2023-0026.

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This study investigates the EMI (English as a Medium of Instruction) experience of nursing students in South Korea. From a questionnaire, two-thirds of the participants reported that English should be the primary language of instruction, even when the same number of students preferred L1 as their collaboration medium. In response to the current literature on the Korean EMI experience, this paper adopts an original application of Deleuze and Guattari's ideas in its qualitative analysis of Korean EMI to understand better why students would choose English over their L1. Instead of explaining the contradictions in EMI learning with neoliberal and capitalist critiques, the contribution of this paper is to illustrate the heterogeneity and the transformative shifts in Korean higher education and the specific function that students have in engendering new forms of identities through EMI praxis. Received: 21 December 2022 / Accepted: 3 February 2023 / Published: 5 March 2023

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SORNSUWANNASRI, Sayamon. "MOTIVATION INFLUENCING DECISION TO LEARN KOREAN LANGUAGE AMONG CHIANG MAI UNIVERSITY STUDENTS". International Journal of Korean Humanities and Social Sciences 6 (30 dicembre 2020): 7–36. http://dx.doi.org/10.14746/kr.2020.06.01.

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This research aims to investigate motivation that influences Chiang Mai University students’ decision to learn the Korean language. A questionnaire is conducted on the students’ motivation behind their decision to learn the Korean language and their expectations for Korean language learning after graduation. Respondents are 102 students studying Korean as elective courses or minor subjects. The results reveal that the type of motivation that has the highest influence over their Korean language learning is self-motivation, and they are also motivated by curriculum and institutes, the ‘Korean Wave’ and the society, defined as social motivation, respectively. Their highest post-graduation expectation for Korean language learning is the ability to converse fluently with Korean people, while the ability to understand Korean songs/dramas/variety programs, the ability to understand Korean society and culture, the ability to get a job using the Korean language, the opportunity to study in South Korea and the opportunity to have new friends are the next highest expectations successively.

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Piller, Ingrid, e Jinhyun Cho. "Neoliberalism as language policy". Language in Society 42, n. 1 (24 gennaio 2013): 23–44. http://dx.doi.org/10.1017/s0047404512000887.

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AbstractThis article explores how an economic ideology—neoliberalism—serves as a covert language policy mechanism pushing the global spread of English. Our analysis builds on a case study of the spread of English as a medium of instruction (MoI) in South Korean higher education. The Asian financial crisis of 1997/98 was the catalyst for a set of socioeconomic transformations that led to the imposition of “competitiveness” as a core value. Competition is heavily structured through a host of testing, assessment, and ranking mechanisms, many of which explicitly privilege English as a terrain where individual and societal worth are established. University rankings are one such mechanism structuring competition and constituting a covert form of language policy. One ranking criterion—internationalization—is particularly easy to manipulate and strongly favors English MoI. We conclude by reflecting on the social costs of elevating competitiveness to a core value enacted on the terrain of language choice. (English as a global language, globalization, higher education, medium of instruction (MoI), neoliberalism, South Korea, university rankings)*

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Bumbalough, Mathew. "Language and Sexuality in South Korea: A Case Study". International Journal of Literacy, Culture, and Language Education 5 (6 agosto 2017): 22–36. http://dx.doi.org/10.14434/ijlcle.v5i0.26928.

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This case study examines the language and sexuality of a gay man living in South Korea, exploring current literature, theories, and interview data as a way of investigating sexuality as a marker of identity. I define sexual identity in this case through the subjective reality of the participant as he expresses his ‘true’ self in the lived experience of his travels to different countries and speaking multiple languages. The aim of this study then is to analysis the discourse using Philip and Jorgensen’s (2002) method of critical discourse analysis from a single interview to see how pronoun selection, language selection, speech intonations and inflections in his speech to see how it informs current research in Korean Studies and gender discourses.

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Più fonti

Tesi sul tema "Korean language – korea (south) – self-instruction"

Nam, Jung Mi. "Perceptions of Korean college students and teachers about communication-based English instruction evaluation of a college EFL curriculum in South Korea /". Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1110161814.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xiv, 197 p.; also includes graphics Includes bibliographical references (p. 173-181). Available online via OhioLINK's ETD Center

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Wickman, Björn. "The Remembering Self : Relational identity surrounding the 2015 Japan-South Korea comfort women agreement". Thesis, Stockholms universitet, Avdelningen för japanska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146418.

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Ark, Amanda K. "EPIK Expectations: How Experiences and Cultural Aspects Impact Female English Teachers in South Korea". Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586622243746444.

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Woo, Jung-Im. "Culture teaching in EFL through computer/critical thinking". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1677.

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The purpose of this project is to develop computer-assisted language learning (CALL) lesson plans using the Internet and to offer an example for academic senior high school teachers in South Korea of exemplary treatment of cultural topics that promote critical thinking and incorporate crosscultural understanding based on cooperative learning.

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Murray, Bokyung. "Self-determination theory in a collectivist educational context: motivation of Korean students studying English as a foreign language". Thesis, 2005. http://hdl.handle.net/2152/1638.

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Kim, Mikyung. "Self-efficacy of Korean EFL writing teachers and its relationship to the feedback provided to students". 2002. http://hdl.handle.net/2152/11024.

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Libri sul tema "Korean language – korea (south) – self-instruction"

Sang-in, Chŏn, a cura di. Hanʼguk hyŏndaesa: Chinsil kwa haesŏk. Kyŏnggi-do Pʻaju-si: Nanam Chʻulpʻan, 2005.

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Choi, Eunkyu, Moon-e. Jin e Gihyun Song. Sŏuldae Han'gugŏ. T'up'anjŭ = 투판즈 =, 2018.

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Howard, Keith. Songs for "Great Leaders". Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190077518.001.0001.

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North Korea is often said to be unknown: a reclusive and secretive state. It behaves as if the whole country is a theater that projects itself through performance. Song, together with other music and dance production, forms the soundtrack to the theater of daily life, embedding messages that tell the official history, the exploits of leaders, and the socialist utopia yet-to-come. Songs form the foundation stones of revolutionary operas, of instrumental and orchestral tone poems, and are rearranged in countless versions for use by children in kindergartens, for 50,000 young people who dance annually in celebration of the Eternal President’s birthday, and for the up to 100,000 participants of mass performance spectacles such as the Arirang Festival. North Koreans are reminded daily on state-controlled television news how their songs are beamed around the world by satellite, and songs are today routinely uploaded to YouTube and Youku. This is the first book-length account of North Korean music and dance in any language other than Korean. It is based on fieldwork, interviews, and resources researched in private and public archives and libraries in North Korea, but also in South Korea, China, North America, and Europe. It explores revolutionary songs written in the 1940s and pop songs from the 2010s, exploring in a critical but informed way not just songs, but also developments of Korean musical instruments, the creation of revolutionary operas that embed the state’s ideology of juche (self-reliance), mass performance spectacles, dance and dance notation, and composers and compositions.

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Hong, Jiye. English Medium Instruction in South Korea: Focusing on Language in School and University Classrooms. Routledge, 2024.

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Sung-Yul Park, Joseph. In Pursuit of English. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190855734.001.0001.

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This book presents subjectivity as a theoretical and analytic perspective for studying the intersection of language and political economy. It makes this point by arguing that the way English comes to be valorized as a language of economic opportunity in the context of neoliberalism must be understood with reference to subjectivity—the dimensions of affect, morality, and desire that shape how we, as human beings, understand ourselves as actors in the world. Focusing on South Korea’s ‘English fever’ that took place in the 1990s and 2000s, this book traces how English became an object of heated pursuit amidst the country’s rapid neoliberalization, demonstrating that English gained prominence in this process not because of the language’s supposed economic value, but because of the anxieties, insecurities, and moral desire that neoliberal Korean society inculcated—which led English to be seen as an index of an ideal neoliberal subject who willingly engages in constant self-management and self-development in response to the changing conditions of the global economy. Bringing together ethnographically oriented perspectives on subjectivity, critical analysis of conditions of contemporary capitalism, theories of neoliberal governmentality, and sociolinguistic and linguistic anthropological frameworks of metapragmatic analysis, this book suggests an innovative new direction for research on language and political economy, challenging the field to consider the emotionally charged experiences we have as language users as the key for understanding the place of language in neoliberalism.

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Capitoli di libri sul tema "Korean language – korea (south) – self-instruction"

Hong, Jiye, e Helen Basturkmen. "Students' language learning from language-related episodes". In English Medium Instruction in South Korea, 75–89. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003384748-8.

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Hong, Jiye, e Helen Basturkmen. "Planned language support". In English Medium Instruction in South Korea, 47–60. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003384748-6.

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Hong, Jiye, e Helen Basturkmen. "Language support during classroom interaction". In English Medium Instruction in South Korea, 61–74. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003384748-7.

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Cho, Hyesun, e Lizette Peter. "Taking the TESOL Practicum Abroad". In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers, 149–71. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1057-4.ch009.

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This chapter examines the experiences of four native English-speaking preservice teachers in a faculty-led study abroad program in South Korea. It elucidates the ways in which these preservice teachers experienced personal and professional growth with an increasing critical awareness of the power imbalance embedded in English language teaching in the global context. Data were collected via students' weekly online discussion posts, electronic portfolio artifacts, and focus group interviews. Findings indicate personal and professional growth in participants' self-perceptions as a result of at least two fundamental aspects of the program: 1) the intentionality with which participants were exposed to a critique of English language teaching in the Korean context and 2) the residential nature of the experience, which provided intensive peer collaboration among practicum participants. The chapter concludes with recommendations for implementing a TESOL practicum abroad as a meaningful and consciousness-raising opportunity for preservice teachers' professional development.

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Lim, Byung-jin, e Danielle O. Pyun. "Korean Foreign Language Learning". In Computer-Assisted Language Learning, 1123–46. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch054.

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This article presents intercultural and linguistic exchanges by foreign language learners in an exploratory study of Internet-based desktop videoconferencing between Korean learners at a university in the United States, and their counterparts at a South Korean college. The desktop videoconferencing project was designed for foreign language learners of Korean to assist in developing linguistic competence, as well as intercultural communicative competence, by providing the learners with the target language and culture through real-time, one-on-one communication. The study shows the emerging themes that recur in a video-chat. It also reports on the Korean language learners' self-rated proficiency in their target language. Challenges and difficulties in video-conferencing are examined, followed by a discussion of the effectiveness of synchronous one-on-one video-conferencing for language learning in general, and in Korean language education in particular.

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Lim, Byung-jin, e Danielle O. Pyun. "Korean Foreign Language Learning". In Advances in Educational Technologies and Instructional Design, 253–76. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0177-0.ch012.

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Macaulay, Ronald. "Learning a Second Language". In The Social Art, 119–23. Oxford University PressNew York, NY, 2006. http://dx.doi.org/10.1093/oso/9780195187960.003.0023.

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Abstract For some reason, many people seem to find the very notion of bilingualism threatening. Yet bilingualism (or more commonly multilingualism) is the norm for most nation-states. There are fewer than two hundred nation-states and perhaps six thousand languages. Only about ten of the nation-states can be said to be predominantly monolingual (for example, Portugal, Iceland, Japan, North Korea, South Korea, Bangladesh, and the Dominican Republic). Even in countries where the overwhelming majority speak one language, as in the United States and Britain, there may be substantial numbers of people who speak other languages. In 1976 the number of people in the United States from a non-English language background was determined to be 28 million, and it is estimated that by the year 2000 this figure will have risen to 39.5 million. However, rather than being seen as an asset, the presence of speakers of other languages is resented by many Americans. In recent years this anxiety has taken the form of “English-only” proposals designed to make English the official language of the United States and to ban the use of other languages in public institutions. This is a reaction to, among other things, the Bilingual Education Act of 1968, which for the first time in decades provided public support for instruction in a language other than English. At the same time, American educational institutions devote extensive resources to instruction in “foreign” languages, with little evidence of widespread success.

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Greenleaf, Graham. "Privacy Rights". In The Oxford Handbook of Constitutional Law in Asia, C39S1—C39P50. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780198825463.013.39.

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Abstract This chapter examines how jurisdictions in East and Southeast Asia protect various aspects of privacy through their constitutional regimes. It first surveys East Asian jurisdictions, starting with the jurisdictions that are most protective of privacy rights, then turns to Southeast Asia, again starting with the jurisdictions that are relatively more protective of privacy. Finally, this chapter identifies patterns and highlights from viewing constitutional privacy rights in East and Southeast Asian jurisdictions together as a region. Of the jurisdictions considered in this chapter, only Brunei and Laos do not provide any apparent constitutional protection of privacy, but constitutional protections are not justiciable in at least three others (China, North Korea, and Vietnam). Protections are of uncertain existence in Malaysia and Singapore, and untested in the courts in Timor Leste, Thailand, Cambodia, and Macau SAR. That leaves six East and Southeast Asian jurisdictions where constitutional privacy protections have been enforced by the courts (South Korea, Taiwan, Japan, Hong Kong SAR, Indonesia, and the Philippines). Asian courts with the most developed privacy jurisprudence frequently use similar language to protect privacy. Courts have found privacy to be an implied right based on protections of dignity and autonomy interests, such as personality development and informational self-determination. In defining valid restrictions on the constitutional right of privacy, the courts have adopted strikingly similar legal tests. Despite there being a wealth of privacy jurisprudence from some Asian courts, there are no instances of these courts citing each other’s decisions as valuable sources of arguments about privacy.

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Atti di convegni sul tema "Korean language – korea (south) – self-instruction"

Hadzantonis, Michael. "Eden’s East: An ethnography of LG language communities in Seoul, South Korea". In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.8-4.

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Motivated by social inclusion, lesbian and gay communities have long attempted to negotiate languages and connected discourses. Social ascriptions act to oppress these communities, thus grounding Cameron’s (1985) Feminism and Linguistic theory. This practice of language negotiation significantly intensifies in regions where religious piety (Hinduism, Christianity, Buddhism, Islam) interacts with rigid social structure (Confucianism, Interdependency), mediating social and cultural positioning. Consequently, members of LG communities build linguistic affordances, thus (re)positioning selves so to negotiate ascribed identities and marginalizations. Paradoxically, these communities model discourses and dynamics of larger sociocultural networks, so as to contest marginalizations, thus repositioning self and other. Through a comparative framework, the current study employs ethnography, as well as conversation and discourse analyses, of LG communities, to explore ways in which these communities in Seoul (Seoul) develop and employ adroit language practices to struggle within social spaces, and to contest positivist ascriptions.

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