Professional Documents
Culture Documents
Youngjoo Yi
Georgia State University
Introduction
Transnational pathways
Soon after I moved to a Midwestern city in the United States from South Korea, I
encountered quite an intriguing student population in the local Korean commu-
nity: transnational1 adolescent students who were born in the U.S., thereby classi-
fied as U.S. citizens, but who were raised and had formal schooling in both the U.S.
and Korea at different points in their lives. I observed that they lived “dual lives:
speaking two languages and having homes in two countries” (Portes, Guarnizo,
& Landolt, 1999, p. 217). Interestingly, there was considerable variation within
the group, especially in terms of linguistic diversity, which was highly noticeable.
For example, some students were placed in an ESL program, while others identi-
fied themselves as native speakers of both English and Korean.2 The transnational
students that I encountered in a Midwestern city where I lived and conducted
research did not necessarily mark a sharp break with the country of origin of their
parents (Suarez-Orozco & Suarez-Orozco, 2001), nor “leave everything behind”
(Jo, 2003, p. 41). Instead, they tended to cultivate continuous transnational ties to
their home country (i.e., Korea)3 while employing a “dual frame of reference” to
explore or evaluate their life experiences and outcomes within their host country
(Louie, 2006a, p. 363), with the Internet playing an important role in their various
border crossings.
Importantly, at some point I came to realize that simple categorizations like
“immigrant” students or “English language learners” (ELLs) are not quite ade-
quate descriptors for this newly emerging transnational student population. For
instance, they are distinctive from “immigrant” students, whose journey tends to
be unidirectional, that is, it involves a permanent change of residence from a home
country to a host country (Pries, 1999). Transnational migrants, by contrast, tend
to make “two-way” back-and-forth movements in terms of the flow of informa-
tion, resources, capital, locations, and commodities they experience (Kearney,
1995; Levitt, 2001). In fact, in the field of transnational migration studies, Portes,
Guarnizo and Landolt (1999) have argued that transnationalism should be distin-
guished from the previously existing concept of “immigration” by emphasizing
that occupations or activities, from a transnational perspective, should “require
regular and sustained social contacts over time across national borders for their
implementation” (p. 219) rather than the simple occasional contacts, visits, and
activities across the borders of members. Further, Levitt (2001) differentiates be-
tween “transnationalism” and “globalization” by stating that “global processes tend
to be de-linked from specific national territories, while transnational processes are
anchored in and transcend one or more nation-states” (p. 14). Given these unique
characteristics and the recent emergence of transnational students (Jo, 2003), as
well as the complex and sometimes conflicting pathways they traverse, particu-
larly during adolescence, this population merits its own attention among research-
ers. Indeed, there is a strong need for researchers to better understand this newly
emerging student group in terms of their transnational and transcultural experi-
ences, options, and opportunities in life (Suarez-Orozco & Suarez-Orozco, 2001),
so as to better serve their needs in and outside school. This spirit motivated the
study reported in this paper.
Several scholars have begun to recognize the significance of further investi-
gation of the nature of students’ transnationalism and border crossing. As Lam
(2006) observes, “transcultural flows have significant effects on how young people
develop their identities and affiliations, learn and work, and develop visions of the
102 Youngjoo Yi
world in their everyday lives” (p. 218). And yet, we have relatively little knowl-
edge of how transnationalism affects the everyday lives of children of immigrants.
As a literacy researcher, I felt compelled to explore the nature of the multiple lit-
eracy practices that transnational adolescents are likely to experience and their
formation of multiple, dynamic identities as they make their way across borders.
In addition, “computer networks increasingly serve as sites within which people
from around the world design and redesign their lives through literacy practices”
(Hawisher, Selfe, Guo, & Liu, 2006, p. 619), and transnational students seem likely
to navigate those computer networks while living transnationally. What is not clear
is how, specifically, they might benefit from such engagement, and whether they
experience difficulties at the same time. Not surprisingly, cyberspace as a relatively
new social space where adolescents can socialize and form communities through
literacy practices is “perhaps the least understood location of youth culture”
among teachers, parents, and researchers (Woo, 2004, p. 174). Thus, I conducted
a study of Korean-American transnational high school students in a Midwestern
city with respect to their online literacy practices and identity construction from
a transnational perspective. The study that I report in this paper was aimed at (1)
describing and explaining transnational literacy options and practices that Korean
transnational high school students had experienced across time and space (‘here’
and ‘there’) and (2) addressing how their online literacy practices enabled them to
negotiate transnational and transcultural identities.
are likely to have multiple identities that are connected to their roles and perfor-
mances in any given context. Given all of these perspectives, literacy and literacy
learning are closely related to issues of identity development.
In exploring the relationship between literacy and identity, a social construc-
tionist view of language and literacy learning offers a useful lens for understanding
and interpreting the multiple and dynamic nature of identity construction (May-
bin, 2000; Ochs, 1993). According to social constructionists, identity is neither the
product of the individual mind nor socially determined, but rather socially and
culturally constructed and situated (Ivanic, 1998; Pavlenko & Blackledge, 2004).
In addition to the multiplicity of socially constructed identities, the dynamic and
discursive nature of identity construction is also important to consider because
individuals continuously engage in presenting, representing, and performing who
they are in relation to others and in revising their sense of self while interacting
and observing how others position themselves. With respect to language and lit-
eracy learning, people “use language (both oral and written) to form and represent
their identities” (Guzzetti & Gamboa, 2004, p. 413); and “literacy events are part
of continual construction and negotiation of identity for people in different kinds
of groups and communities” (Maybin, 2000, p. 207). Therefore, “literacy work is
identity work.” (Guzzetti & Gamboa, 2004, p. 413).
Research on the issue of identity construction and literacy practice can be
more complex and compelling when it addresses adolescent students who engage
in multiple literacy practices during their daily lives. It has long been known that
adolescents are not only searching for a sense of self (who they are), but are also
trying to determine how they can construct, perform, and display their identities
moment by moment and in different situations (Alverman, Hinchman, Moore,
Phelps, Waff, 2006). In addition, “adolescents can be more metacognitive about
their practices and they are in-between multiple spaces” (Moje, 2002, p. 221). Thus,
many studies have examined “how youth construct and represent themselves in
hybrid ways across different spaces and contexts, and often show how youth con-
flict or problems are a function of social and political (and adult) contexts” (Moje,
2002, p. 216). Similarly, adolescent literacy researchers have investigated how ado-
lescents use various literacies to pursue their own interests, to make sense of their
daily lives, and to (re)design their identities (Alvermann et al., 2006; Blackburn,
2003; Camitta, 1993; Knobel, 1999; Luttrell & Parker, 2001; Schultz, 1999; Stroud
& Wee, 2005).
In particular, investigating multiliterate adolescents can enrich inquiries into
literacy and identity construction because, while exploring multilingual students’
identity construction and their literate experiences across different settings, litera-
cy researchers can examine complex and important relationships among language,
literacy, and identity “without separating them into distinct categories or without
104 Youngjoo Yi
lumping them altogether” (McCarthey & Moje, 2002, p. 235). Therefore, the study
of multiliterate adolescents with respect to literacy and identity construction is an
important and promising area for educators and literacy researchers.
Given the just noted importance of an in-depth understanding of multiliter-
ate adolescents’ literacy practices and identity construction, this paper reports a
study on Korean multiliterate adolescent students with respect to their transna-
tional and transcultural online literacy practices and identity formation. The study
that I report in this paper addressed the following guiding questions: What kinds
of transnational and transcultural literacy options, opportunities, and practices do
Korean-American adolescents experience? How do online literacy practices serve
them to engage in transnational and transcultural literacy practices? How and to
what extent do online literacy practices provide them with opportunities to nego-
tiate or form their transnational and transcultural identities?
Method
Joan did not actually join the study until the 4th week of the data collection
period. During the 4th week of the study, I learned from Mike and other research
participants in the larger study that Joan played a role as a ‘literacy broker’ among
Korean students in the local area, especially in cyberspace, by sharing her writing,
responding to others’ writing, and encouraging others to engage in writing. Prior to
this point, I had met Joan three times in various places (church, library, and school),
and she knew me as an adult who conducted research with adolescents. In fact, she
also completed the initial recruiting survey questionnaire for me in the local library,
and yet she did not show any interest in participating in the study until our first four-
hour marathon of online-chatting. During the online chatting, we talked about her
transnational life and literacy practices. Soon after, she agreed to join the research.
While I played multiple roles (as researcher, tutor, counselor, elder sister, and
classroom volunteer), I tried to position myself as “least adult” so as to reduce
any kind of power relationship (Guzzetti & Gamboa, 2005). I was also attentive
to maintaining reciprocal relationships with the participants and engaged in sys-
tematic self-reflexivity by documenting how my assumptions and biases affected
the ways in which I collected, analyzed, and interpreted the data (Wideen, May-
er-Smith, & Moon, 1998). I offered them free tutorials on any subjects that they
wanted help with. My tutor role during the data collection allowed me to learn
more about their in-school and out-of-school literacy learning. In addition, the
participants and even their peers often came to me to open up about their emo-
tions (e.g., adolescent crushes) and concerns (e.g., academic achievement, trouble
with their peers, future careers, and pursuit of happiness in life), which indicates
that they saw me as a ‘counselor’ or an ‘elder sister,’ as Mike called me. This role
was very helpful in establishing a strong rapport with the participants as well as
their peers and gaining knowledge of what happened in their lives “here and there”
(in the U.S. and Korea). I also worked as a classroom bilingual aide at Joan’s high
school and thus was able to learn about her social network, especially her ethnic
peer group at school, and to obtain her ESL teachers’ perspectives on Joan and
other Korean students at school. As such, my multiple roles with them throughout
a long-term involvement with them allowed me to enrich my perspectives on the
students, as well as their literacy practices and identity construction.
For the first six months of the data collection period, I conducted semi-struc-
tured interviews with each individual almost once a week, provided tutorials be-
fore or after the interviews, and collected research participants’ literacy activity
checklists. In the interviews, which usually lasted about one hour, we discussed
the participant’s out-of-school literacy activities that were already recorded on a
weekly literacy activity checklist, which sought information about the contents,
contexts, motivations, medium (print or online), and language (Korean, English
or both) of their reading and writing. We often talked about their in-school litera-
cy activities as well, though it was not the primary focus of the study. The research
participants were free to use either Korean or English during the interviews; inter-
estingly, they chose to use both languages.
After the first phase of data collection, I met with each individual weekly only
for free tutorials until the end of the academic year and was able to observe them
during tutorial sessions. I also continued to engage in informal conversations with
them via online chatting (36 instant-messaging experiences with Mike and 30 with
Joan throughout the entire study) and collected samples of their writing (print
and online) for school and for pleasure. To maintain validity, the participants and
I conducted informal member checks during our weekly interview sessions and
formal member checks in the final meeting session. In these exchanges, the par-
ticipants had ample opportunities to make comments, elaborate on certain points,
and/or adjust my interpretations.
While collecting the data, I paid attention to the frequent, dominant or sig-
nificant themes emerging from the raw data, and I engaged in an ongoing and
recursive process of data analysis and interpretation. Employing inductive data
analysis, I systematically arranged and explored the interview transcripts, literacy
activity checklists, field notes, and other materials, and then I searched for patterns
and themes and tried to identify the links among them in order to make sense of
the data (Bogdan & Biklen, 1998; Strauss & Corb, 1990). In this process, several
important themes or patterns emerged; among them, I focused on (1) transnation-
al lived experiences, (2) multiple (transnational) ties with home and host coun-
tries, (3) social networks across time and space, (4) language and literacy learning
across contexts, (5) transnational and transcultural online literacy activities, (6)
ways in which online literacy practices enabled them to engage in transnational
practices, and (7) multiple identities constructed through daily literacy activities.
Though some of the themes were addressed in previous work (Yi, 2007, 2008b), a
transnational perspective has not been explored until now.
Adolescent literacy and identity construction among 1.5 generation students 107
In the first part of this section, Transnational Life Trajectories, I provide a portrait
of each case so as to help us better understand what kinds of transnational and
trancultural life experiences and opportunities Mike and Joan had had. In the later
part of this section, Border-Crossing Online, I explore samples of their online writ-
ing to illustrate the ways in which literacy was related to and helped shape their
transnational and transcultural experiences as Korean adolescents living in the
United States.
formal, it’s about the same. Newspaper, cause they use a lot of hard words in both
of them in English and in Korean [laugh]. So it’s kinda same [laugh]. (Interview,
10/25/2003)
Mike sometimes used Korean words to conceptualize and memorize new English
words (as well as vice versa). Clearly, the heritage language, Korean, turned out to
be a resource (Peyton, Ranard, & McGinnis, 2001) in this situation. More impor-
tantly, when he realized that his American peers at school saw it as ‘cool’ for him
to read and write Korean, he seemed to (re)learn the value of his heritage language
and to construct a positive self-image of a Korean-American who can read and
write both languages.
Even though Mike received compliments from his peers for knowing some
Korean vocabulary, which seemed to contribute to his pride as a Korean-English
biliterate in an English-speaking school context, he also experienced frustrations
over limitations he encountered, such as his inability to compose a reflection, in
Korean, on a church retreat:
Adolescent literacy and identity construction among 1.5 generation students 109
After we went to the retreat, Father Lee told me and Charlie to write an article
about retreat [for a church newsletter] and told me to write a reflection of our
retreat. I wrote a reflection. He didn’t specifically mention what language, but he
said, ‘why don’t you write about?’ So, I was thinking. I don’t know it was Korean
or English. I just started with English and just wrote a whole thing, and I showed
it to Father Lee. And he said, ‘You were supposed to write in Korean.’ I was like…
I was like ‘NO.’ He was like ‘Change that. Change that to Korean by next week.’ I
got that paper back, and I was like ‘I can’t do this in Korean.’ I kinda started it off,
and I ended up with deleting the whole thing and closed off MS word. Later, I just
said ‘I didn’t have a time for that.’ (Interview, 11/22/03)
This is a telling example that reveals another dimension of how multiliterate ado-
lescents (who, it must be remembered, are still language learners, so that they need
to develop various languages simultaneously) might negotiate or might be asked
to negotiate their identities through interactions with others and through literacy
activities. Here, it is interesting that the two Korean-English bilinguals (priest and
Mike) shared a different assumption about the choice of language for the reflection.
In addition, Mike did not want to tell the priest about his lack of translation ability
or his restrictions in writing in Korean. Instead, he simply made the excuse that he
was too busy with school work to compose the reflection according to Father Lee’s
specifications. From this experience, he came to learn that formal writing in Ko-
rean is a challenging task; in particular, he encountered difficulties with employing
appropriate honorifics in formal writing in Korean (which features six levels of
formality). And yet, Mike tended to choose Korean over English in his informal
and more personal writing activities, such as diary writing and web-posting. The
two examples above of his daily use of language across different social contexts and
through different kinds of social interaction suggest that he perhaps negotiated
his identities or positioned himself in multiple, conflicting, and ambivalent ways
while becoming a ‘cool,’ proud Korean-speaking Mike at school and embarrassed,
less-literate-in-Korean Mike at the Korean church. These examples also suggest
that his identity formation must have been fluid and malleable rather than rigid.
In addition to his different use of languages, Mike expressed his different sense
of ‘self,’ especially when he spoke English to Korean-speaking friends, as reported
in an interview:
M:6 I feel more comfortable speaking Korean with Koreans, cause it seems weird
to speak English with Koreans.
Y: Why?
M: I don’t know. Cause, like my friends, my Korean friends, I know they can
speak Korean really well, sometimes better than English. And they kinda
sound different. It feels like there is somebody else [when] they speak in Eng-
lish.
110 Youngjoo Yi
Here, Mike was quite conscious of his different sense of who he was and how he
felt about his friends (others) and himself and suggests an awareness of his mul-
tiple identities related to the different communicative contexts he encountered.
In a similar but more global sense, Mike also talked about two different worlds
where he had lived. In an interview when we discussed an article entitled “double
lives” in his school magazine, he described his life in an interesting and positive
manner: “Come to think of it, my life is like ‘double lives’. At school, I hang around
with American friends, and outside of school, I hang around with Korean friends.
Oh well, all the people [Koreans] here live such double lives [translated]” (Interview,
1/10/2004). In school, where there were only three Korean students, his social
group consisted of non-Korean speaking friends, while outside of school he was
closely connected to Korean friends, culture, and the local Korean community.
The interview excerpt above also shows that Mike seemed to be well aware of his
“dual identity” (Suarez-Orozco & Qin-Hillard, 2004) or “hyphenated identity”
(Rumbaut, 1994). Clearly, Mike lived multifocal lives in two co-existing, comple-
mentary, and competing, worlds in which he acted out different roles or perfor-
mances with different languages, cultures, and peers. By taking advantage of mul-
tiple languages across different contexts, he negotiated multiple senses of self and
the world that linked him simultaneously with more than one nation and culture.
Among various transnational and transcultural opportunities and options
available in Mike’s world, online activity was the most salient and critical literacy
practice in terms of what enabled him to cross borders and to enrich his transna-
tional life and experience. For example, when he got home from school, he im-
mediately went to his computer and engaged in multi-tasking. He logged on to
instant messaging (i.e., MSN), checked emails, played music, and searched for and
read articles that attracted his attention, all of which constituted his daily trans-
national practice. Often times, he did his homework while sitting before his com-
puter and responding to sporadic instant messages from online buddies. It was at
his computer that his English and Korean literacy activities took place at the same
time via the transnational and transcultural cyber movements that were available
Adolescent literacy and identity construction among 1.5 generation students 111
to him. In fact, his out-of-school literacy checklists were filled with references to
American and Korean popular culture-related literacy activities, e.g., reading In-
ternet comics and novels as well as news articles on soccer/volleyball matches;
reviewing new CDs; posting full-motion videos about music concerts; creating
screen names with song titles; reading Linkin Park’s song lyrics; and playing video
games. These activities occurred in both English and Korean. As such, while tak-
ing advantage of the linguistic, cultural, and symbolic capital in his world (e.g.,
languages, technology), Mike enjoyed his daily transnational life, or what he called
his “double lives.”
Throughout Mike’s transnational lived experience and opportunities, he had
refined ways in which he negotiated his use of multiple languages across contexts
and forged his sense of self, social relations, and the world.
Since her parents knew what their only child went through that time, they did not
mind her forgetting English and stressed the learning of Korean. While living in
Korea, Joan had improved her Korean and won several writing contests at middle
school.
In Grade 8, Joan (like Mike) unwillingly returned to America with her mother,
a visiting scholar from Korea. During her participation in this study, her mother
had to return to Korea, but Joan decided to stay alone, mainly for educational
purposes. Though Joan did not want to move to America at first, she changed
her mind about life in America while living in the U.S. and interacting with oth-
er Korean peers who shared similar life experiences (e.g., traveling between the
U.S. and Korea). During this study (in Grade 9), Korean was her more dominant
language, and at school, she took upper intermediate and advanced ESL classes
and a foreign language (i.e., Japanese II) class where many Korean ESL students
were enrolled. She also joined a ‘multicultural club’ and learned ‘Tang-Soo-Do’ (an
112 Youngjoo Yi
Yoon (11th grader), a Generation 1.5 student who came to the U.S. in Grade 7,
was perceived as one of the disadvantaged students among his Korean peers. He
was one of Joan’s best Korean friends at school while taking ESL and Japanese II
classes with her. In the same interview, Joan added that Yoon not only forgot many
Korean words, but also had not learned age-appropriate Korean vocabulary since
he had moved to the U.S. in Grade 7.
Joan was more critical about a group of Korean teenagers who devalued the
Korean language. Her comments on those teens during the interview excerpt seen
below clearly show that Joan believed that her “language doubleness can be an as-
set,” as a Latino teen, Carlos, asserted in a study by Jarratt, Losh, and Puente (2006,
p. 37):
There are some [Korean] students who try to speak English only. Yeah, I under-
stand they are trying to improve their English, but the stupidest thing is that some
of them pretend that they can’t speak Korean or at least, they think that they can’t.
Then, they tell people that they can’t speak Korean. I mean, they intentionally
pretend that they can’t speak Korean….They don’t even speak English well. They
are native speakers of Korean. What’s the problem with being able to speak Ko-
rean well? I think the better their Korean proficiency is, the more they should feel
proud of themselves. Anyway, there are shameful kids who pretend that they can’t
speak Korean [translated]. (Interview, 12/18/03)
When Joan returned to the U.S. in Grade 8, she initially joined a Korean teenage
group through a Korean church which consisted of U.S. born Korean-American
adolescents who could not speak Korean and a group, as described above, of Ko-
rean ESL students who pretended that they could not speak Korean. In order to
communicate with these 2nd generation Korean-Americans, Joan had to learn
English as an online language via instant messaging (e.g., kno wat?) and to up-
date an English weblog, called Xanga. But, after several months of her efforts to
Adolescent literacy and identity construction among 1.5 generation students 113
socialize (or fit in) with English-speaking Korean teenagers at her church and
some conflicts with them, Joan finally moved to a Korean Catholic church, where
she made friends with those who were either Generation 1.5 students (who were
Korean born, but who emigrated and spent a significant portion of their adoles-
cence in the U.S.) or Korean-American transnational students like her. With this
group of Korean-English bilingual and biliterate students (who all learned foreign
languages at school), she seemed to feel a greater sense of belonging and to exer-
cise ‘Korean pride.’ (Also known as ‘KP,’ which was quite a popular term among
her Korean peers. For example, some wrote ‘KP’ on the cover of their school bind-
ers.) Together, these Korean friends at the Catholic church created an online com-
munity, that is, a transnational and transcultural social space, called Welcome To
Buckeye City (Yi, 2008a) where Korean transnational adolescents voluntarily and
actively engaged in transnational literacy activities in a sustained manner, as will
be discussed later in this article.
As such, Joan’s interactions with diverse social peers across time and space
(e.g., kindergarten peers in Korea as well as 2.0 and 1.5 generations of Korean-
Americans and Korean-ESL peers in American middle and high schools) seem to
show that Joan believed in the value and importance of having Korean proficiency
and thus became an advocate of multilingualism (Korean, English, and foreign
language). In this sense, her story supports what Hall has argued: “there is no
identity that is without the dialogic relationship to the Other” (Hall, 1991, p. 16
as cited in Giampapa, 2001, p. 290). That is, by observing, interacting with, and
mentioning others, Joan seemed to re-position herself as somebody who wanted
to be a decent, proud multilingual and multiliterate individual.
Transnational families
Mike and Joan each had two homes (in Korea and the U.S.) and had participated
in social and cultural activities in the two countries on a daily basis. For instance,
Joan and Mike lived with their mothers while their fathers made a living in Korea.
Both participants’ mothers returned to Korea during the period of the study, and
Mike lived only with his elder brother and Joan with her legal guardian. This type
of family situation among Koreans has recently been referred to as “Ki-reo-gi Ga-
jok” (wild goose family), that is, one where the father mostly stays in the home
country to make a living, while the children and mother stay in the host country
to seek better educational opportunities for the children. Similarly, the term “sat-
ellite family” has been used in Canada to refer to Chinese families whose parents
work abroad, e.g., Hong Kong, while their children live and study locally. In the
field of sociology, students like Joan and Mike have been identified as “parachute
kids,” that is, students who live with a relative or a legal guardian in order to attend
school in America (Zhou, 1998). In fact, parachute kids are becoming a significant
114 Youngjoo Yi
who do not have a U.S. schooling experience would not quite understand certain
nuances of American school culture that do not exist in Korea (e.g., Homecoming,
Sweetheart party, tryouts, and pep rallies).
Further, some postings dealt with certain issues or concepts that exist across
Korea and the U.S, and yet subtle differences also exist, so that WTBC members
had to be aware of those nuanced differences and needed to develop transnational
perspectives in order to appreciate them. For instance, the American SAT and
Korean College Entrance Examination, Soo-Neung, were hot topics for Mike, Joan,
and their peers. Since Soo-Neung takes place only once per year, unlike the SAT,
if students fail to get into a university, they have to wait for another year to take
the examination and apply for college. In a sense, Soo-Neung seems to be more
of a high-stakes exam, and these stakes were frequently discussed along with the
exam’s differences from the SAT and American academics in other regards. Joan
posted a humorous article (that was sarcastically written by a Korean high school
student) entitled a “Great Soo-Neung Project” regarding what to prepare on the
Soo-Neung day. This article can be appreciated or understood only by those who
have experienced both cultures.
Equally important, Joan added comments indicating that the posting was par-
ticularly for some transnational members (including herself) who might need to
take Soo-Neung in the near future in case they make another movement from the
U.S. to Korea. Her comment demonstrates that she (and other members) did not
think that the U.S. is necessarily their final destination (Jo, 2003; Suarez-Orozco
& Qin-Hillard, 2004). Given this, it is less surprising, and yet intriguing, that the
transnational adolescent members in this space continually tended to keep up with
events or issues, especially educational issues in both national contexts, that might
directly or indirectly influence them and thus tended to develop a transnational
and transcultural perspective in their daily lives. This is just one way in which their
circumstances differed from those of the other adolescents around them.
While Joan’s postings involved a clear sense of comparison and contrast be-
tween ‘here’ (e.g., SAT) and ‘there’ (Korean Soo-Neung), Mike’s postings tended
to focus more on what’s going on ‘there and now.’ For instance, Mike, who played
a role as a ‘reporter’ in this community, uploaded postings, video clips, songs, and
self-created survey-questionnaires related to Korea. He often informed members
of social and cultural events or holidays in Korea. His postings were often entitled,
“Today in Korea is….” [translated]. For example, November 11 (11/11) is known as
a “Ppe-ppe-ro Day” on which people share a Korean snack called ‘ppe-ppe-ro’ that
is shaped like chopsticks (thus resembling the number 11). Mike wrote a posting
pointing out that WTBC members may not be able to get ‘ppe-ppe-ro’ in the U.S.,
but could eat some similar American snacks as a substitute. In so doing, he drew
upon his (and their) transnational status.
Adolescent literacy and identity construction among 1.5 generation students 117
Another posting from Joan, entitled “Tae-guk-ki” (Korean national flag) was
quite striking to me because it not only reflects her strong sense of being a proud
Korean (e.g., ethnic identity), but also illustrates how she voluntarily shared a very
patriotic reflection with other teenagers who would be positioned to appreciate
such a sentiment due to their own transnational identity. According to her post-
ing, when Joan pledged allegiance to the flag of Korea in her Tang-Soo-Do class
and heard her American master pronounce commanding words in Korean, she
suddenly felt strong emotions toward Korea. As soon as she got home, she com-
posed a short reflection and posted it in WTBC. Most powerfully, the last sentence
of that posting was “언제 어디서 무엇을 하든, 나는 자랑스런 한국인입니다.”
(“Whenever, wherever, and whatever I do, I am proud Korean.”) (Joan’s posting
in October, 2003). Two members replied to this posting with similar sentiments
of Korean pride. Joan also explained in her posting that she had become more
Korean (e.g., fostering a stronger sense of ethnic identity) since she moved to the
U.S. I couldn’t help wondering if Joan would or could have shared that same post-
ing with her previous social group, which consisted of both non-Korean-speaking
Korean-Americans and Korean ESL students who pretended not to speak Korean.
She expressed her sense of Korean pride while living in the U.S. to those who
shared a similar lived experience within such a safe space. For her and the other
members of WTC, that’s what the website represented to them: a space where
they could embrace and explore their transnational and transcultural identities.
Because the daily circumstances of their lives made it difficult to experience this
communal experience of identity sharing and construction, the availability of this
kind of safe space was crucial to them.
Along with Mike’s “Today in Korea is” postings, Joan’s reflection on the Ko-
rean national flag show that Mike, Joan, and other members were likely to rep-
resent, construct, and negotiate their ‘ethnic identity’ and positive self-images
while sharing such a ‘KP’ sentiment through ‘literacy’ activities taking place in
the deliberately created safe space. I believe this is a critical aspect of constructing
transnational and transcultural perspectives of self, the world, and social relations.
Without a positive ethnic identity, it might be difficult to keep or forge transna-
tional identities. Hence, they needed these literacy practices that constructed a
bridge between their ethnic and transnational identities.
A cautionary note here is that I have mainly discussed the participants’ efforts
to sustain ethnic identity and strong ties to Korea, partly because I wanted to show
that they neither gave up their heritage culture and language nor tried to be as-
similated into the host culture. The emphasis on their ethnic identity construction
does not at all mean that Mike and Joan did not enjoy or benefit from cultures,
opportunities, and resources available in the United States. Both participants ex-
pressed throughout the study how much they had appreciated their educational
118 Youngjoo Yi
opportunities in the United States and being fluent in English. Their postings on
Homecoming, a Sweetheart party, tryouts, pep rallies, and so forth show that they
had positively negotiated their American side of life and self. In addition, perhaps,
they comfortably and/or frequently positioned themselves as “in between worlds,”
just as the Asian American college students at UC Berkeley managed their linguis-
tic and cultural identities in a study by Chiang and Schmida (1999, p. 85).
I now move to another transnational online activity, i.e., instant-messag-
ing, through which the participants communicated in a more synchronic, rapid
manner.
The screen names of the transnational adolescents in Figure 1 show that they
employed several languages and symbols to display their names — and thus their
identities — online. The participants in this study and other transnational adoles-
cents tend to include their nicknames (mostly in the first part within the brackets)
and some additional information that captures something notable about them.
For instance, Joan’s and Mike’s screen names took advantage of several different
types of letters or symbols: Korean, English, Chinese, and emoticons. These con-
stituted numerous descriptors for themselves. What follows are samples of Joan’s
and Mike’s screen names:
1. Joan’s screen name
+너구리의 기도+ Because miracles can happen..千年友情-
+Raccoon’s prayer+ Because miracles can happen..1000-year-old-friendship
[translated]
2. Mike’s screen name
[BrownEyedDevil] 북천이 맑다커늘. Brown Eyed Girl이 나를 정말 사랑했
을까. My Everything인 나의 Candy.이렇게 아름다운 날들 Brown City에
서 술과 Blue Day을 즐긴다. 바보 같이 어디를 Go하며 시계를 보고, 전
화해 주길 빈다.
[BrownEyedDevil] Even though the sky is crystal clear, did the Brown Eyed
Girl truly love me? My everything is my Candy. I enjoy drinks and blue days
in Brown city for these beautiful days. Where do you go, you fool? Watching
the clock, I wish you to call me. [translated]
Adolescent literacy and identity construction among 1.5 generation students 121
Joan’s screen name seems to consist of her nickname (“Raccoon”), what she values
(“1000-year-old-friendship”), as well as her philosophical message to her peers
(and to herself), “Because miracles can happen.” While Joan’s screen name sounds
rather personal and appears designed to send meaningful messages to other on-
line chatters, Mike’s screen name was more entertaining, in that he created it by
combining “thirteen” Korean popular song titles, as underlined above, from his fa-
vorite Korean Rhythm and Blues group, The Brown Eyed Soul.10 He explained that
it was fun to create such a screen name. Interestingly, these thirteen songs are all
Korean songs, but include many English words in lyrics and song titles.11 As such,
the participants combined elements of both their Korean and American worlds
through the creation of their screen names. In other words, their code-switching
reflected “the individuals’ dual, hybridized, and somewhat unique identity con-
struction” (Jimenez, 2000, p. 987).
Another point to consider is that their contact buddy lists consisted of both
local and global peers, and they felt compelled to reach both sets of them (ranging
from English-speaking peers to Korean-English bilinguals). Thus, when creating
their screen names, they were likely to consider the linguistic and cultural affili-
ations within their audience. In this process of selection, they participated in the
construction of their transnational identity while trying to simultaneously enter-
tain their trans-contextual audience and communicate with them more effectively,
or what Giampapa (2001) would call “playing the game linguistically” (p. 305).
While creating their screen names in several languages, the participants ad-
dressed their personal and social issues related to their dual (Korean and the U.S.)
lives. In particular, some screen names reflect the mixture/hybrid of Korean and
American pop cultures. Mike’s screen names were full of examples embracing his
American school life and Korean pop culture.
Below is a list of some of his screen names:
[SoccerDevil] B.E.S.Win 4:0!! 8–3-1
[BrownEyedDevil] CP#214–6999!! 아싸 준우승이다~~~2 Goals~~
[BrownEyedDevil] FFX-2!내게는 거짓뿐인 너이지만 내안에 담긴 세상이
란 너라는걸~
[BrownEyedDevil] FFX-2!but she’s gone away…그어떤 말을해도 조금더널 보
고싶을뿐야~
[BrownEyedDevil] SAT끝이네..ㅋ
[BrownEyedDevil] Break까지 2주!
[BrownEyedDevil] SG Wanna Be 좋군! 서태지도 죽음이네 ㅡ.ㅡ
[BreakinDevil] No Hand Windmill~
[BreakinDevil] V-Ball Season Starts!…아주피곤해 ㅋ
[BreakinDevil] Representin’ DepressioN~
122 Youngjoo Yi
Mike’s basic format for screen names was that he first put his nickname (in Eng-
lish) in the brackets and then added short phrases featuring a mixing of English
and Korean. After this identification (e.g., [soccerDevil], [BrownEyedDevil], and
[BreakinDevil]), he added a brief report about his daily life and interests. Some are
related to his living in the U.S. (e.g., his school’s soccer team won 4–0; he finally
got his cell-phone; he showed his affection for a video-game called Final Fantasy X
(FFX-2); he felt relieved after taking the SAT; he was waiting for spring break; he
announced that his volleyball season had started). Others were related to then-
current Korean popular culture (e.g., he added Korean song lyrics and names of
Korean pop stars and hip-hop groups). In this way, Mike, like Joan and the other
transnational teenagers they communicated with and expressed his immediate,
often-changing feelings and emotions through such creative and entertaining acts
of writing. Thus, each screen name might “perform a version of self ” (Lewis &
Fabos, 2005, p. 493) in the process of transnational identity construction.
Examining this crafting and recrafting of screen names offers valuable insights
into what these transnational adolescent participants wanted to express or what
they wanted to let other online chatters know (the issue of contents of s/n) and how
(the issue of language use). By way of explaining this practice, given that someone
“can lean on and negotiate his/her identities through the interplay of linguistic codes,
thus positioning him/herself in a particular way” (Giampapa, 2001, p. 284), these
multilingual students were likely to need different languages in order to accurately
(re)present who they were and to express their transnational daily lives in a more
complete and comprehensive way. Relying on one language (and thus one culture)
would be too limited. They might have felt more attached to some words and notions
in one language and to others in another language, especially when they needed to
address issues related to either Korean or American culture and their lives within
each of them. Here it is important to remember that the participants in this study
continually interacted with other transnational teenagers, and they attempted to es-
tablish solidarity or affinity within their social networks by sharing some aspects of
their transnational lives (e.g., blending several languages and addressing issues oc-
curring in both home and host countries). Certainly, creating and recreating screen
names in this manner is a voluntary and conscious social act, which illuminates the
point that literacy is a social practice. Equally important, in doing so, they negoti-
ated their way through multiple languages, identities, and worlds.
Conclusion
had allowed (or required) them to engage unique options and opportunities for
multiple literacy practices and identity construction. The online literacy context
enabled them to stay locally, but act globally. In other words, both Mike and Joan
engaged in transnational literacy activities online (e.g., visiting various websites
across borders, creating and constructing a transcultural online community, and
communicating with people across the U.S. and Korea via IM). It was their trans-
national online literacy practice that enabled Joan and Mike to maintain ties to
their heritage language and culture, solidify their social networks with other trans-
national people, develop transnational consciousness, and make sense of them-
selves and their worlds. Thus, the study sheds light on the interconnected nature of
online literacy, identity, and transnationalism.
The findings of the study suggest that we should reconceptualize the teach-
ing and learning of students who share multilingual, transnational lived experi-
ences; additionally, they also suggest we should reconceptualize what it means to
be good, educated students and global citizens in the 21st century.
First and foremost, transnational adolescents are not simply ELLs nor immi-
grant students. A more comprehensive view looks at them as strategic and ana-
lytic users of multiple languages and literacies who are “re-makers” of the textual,
technological, linguistic, and cultural resources available to them (Lewis & Fabos,
2005, p. 496). For instance, the participants were becoming active, participatory
social agents who constructed their own transnational and transcultural commu-
nity, Welcome to Buckeye City, which Jimenez (2000) would view as one of the most
“culturally and linguistically productive spaces in contemporary society” (p. 996).
While managing such a safe, productive transnational space, the participants and
the other transnational adolescents in their social network had developed abilities
and orientations suited to the use of multiple, multimodal literacies. This shows
that the participants had been actually “developing very marketable skills, which
may in themselves become capital in a new techonologised social order” [empha-
sis added] (Merchant, 2001, p. 304). This is the “mark of the educated student” in
the 21st century (Yancey, 2004, p. 305).
Equally important, today’s immigrant students or children of immigrants who
have physical or virtual transnational experiences do not need to adopt a straight-
line assimilation paradigm, but can take an “alternative [transnational] adaptation
path” (Portes, Guarnizo, & Landolt, 1999, p. 221) while cultivating transnational
social networks across space and maintaining transnational ties. For them, “success
does not so much depend on abandoning their culture and language to embrace
those of another society as on preserving their original cultural endowment, while
adapting instrumentally to a second” (Portes et al., 1999, p. 229). In addition, their
transnational and transcultural identities (sense of self, social relations, and the
world) that they had negotiated across time and space are “most adaptive in this
124 Youngjoo Yi
Notes
1. The term transnationalism is often used as different meanings, but, in this paper, I draw upon
a comprehensive definition of “transnationalism.” According to Basch, Glick-Schiler, and Blanc-
Adolescent literacy and identity construction among 1.5 generation students 125
Szanton (1994), it is “the processes by which immigrants forge and sustain multi-stranded social
relations that link together their societies of origin and settlement” (p. 8). Basch et al. (1994)
emphasized the fact that “many immigrants today build social fields that cross geographic, cul-
tural, and political borders….An essential element… is the multiplicity of involvements that
transmigrants sustain in both home and host societies” (cited in Faist, 1999, p. 40). This concept
offers an analytic tool to understand transnational (multilingual) adolescent students who travel
between home and host countries in a regular and routinely manner and are likely to construct
and perform hybrid, transnational literacy practices and identities.
2. Researchers have acknowledged the variations within a group of immigrants that consist
of both foreign born and U.S. born (Harklau, Losey, & Siegal, 1999; Roberge, 2002; Suárez-
Orozco & Suárez-Orozco, 2001). More specifically, Vertovec (1999) points out variation within
immigrant groups in the “frequency, depth, and range of transnational ties.” (p. 456). As for
Korean-American immigrants, Lee (2006) notes that they are becoming increasingly diversified
in “class, education level, and occupational status” (p. 15). When these researchers addressed
‘immigrants,’ transnational children, the type of students that I report in this paper were in-
cluded though they did not use a term, transnational.
3. The research participants in this study were born in the U.S., and thus, the U.S. is technically
their hometown, and yet, in this paper, I use a term, ‘home country’ to indicate the origin of
their parents’, i.e., Korea.
4. All names except Joan are pseudonyms. Joan requested to use her real name.
5. Similarly, Chiang and Schmida (1999) challenged the native versus non-native speaker dis-
tinction and asked for specially attention to “blurred cultural and linguistic boundaries of lin-
guistically diverse students” (p. 94).
7. Mike and Sangjin (상진) are English and Korean pseudonyms. Mike often uses a different
name in different situations or to different people. When he put this signature in a short letter on
the back of his sweetheart picture, he signed “Mike 상진 Park” (his English name, Korean name
written in Korean, and his last name in English).
8. It has been discussed that language shift/maintenance among the second-generation adoles-
cents is closely related to their ability to sustain transnational lives (Jones-Correa, 2002; Louie,
2006b).
9. Lewis and Fabos (2005) and Jacobs (2006) shared a similar experience while conducting re-
search on adolescent youth’s IM practices. Given the privacy of the participants in my study and
the difficulties to access their actual IM conversations, here I focus mainly on their screen names
in IM because they were created to be open to public.
10. Park (2004) argues that Korean American youth can be creators of transnational popular
culture while exemplifying the success of many Korean American youths in the Korean music
industry (e.g., Rap and Hip Hop).
11. Diasporic Englishes (e.g., the phenomenon of inserting many English words into Korean
popular songs in this case) is beyond the scope of this study. But, Jamie Shinhee Lee (2004, 2006)
has examined the use of English in Korean popular (K-Pop) culture, such as TV commercials
126 Youngjoo Yi
and pop music. The English-Korean mixing or switching ranges from a single English word in-
serted to entire songs in English. This appears to result from transnational or global transactions
of resources, skills, knowledge, and so forth.
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Author’s address
Youngjoo Yi
Dept. of Middle-Secondary Education & Instructional Technology
College of Education
Georgia State University
P.O. Box 3978
Atlanta, GA 30302-3978
yyi@gsu.edu