From an alienated to an active English learner: The case of a North Korean refugee in South Korea

Abstract

This study investigates the identities and positionings of a North Korean refugee and how they are interrelated with his English learning experiences in South Korea. The existing literature highlighted how North Korean refugee students are structurally minoritized and become powerless while learning English in South Korea. Relatively little attention has been given to their identity formation as active learners in English using a qualitative approach. Given the impact of identity on language learning, this qualitative case study aims to fill this gap by investigating the identities of a North Korean refugee using his past, present, and future narratives. Data were gathered through interviews and reflective journals of one male refugee, and the data were analyzed using Davies and Harré’s (1990) positioning theory. Results demonstrate a strong interconnection among identity, language, and the surrounding society as well as the close link between learner positioning and his rights, duties, and power within his communities. While the previous literature focused on the difficulties experienced by refugees while learning English, I argue that refugees can be active agents of learning English by repositioning and acknowledging their rights and duties as refugees. The implications for English education for refugees are also discussed.