Academic Journals: Refereed Papers

• Park, M. Y. & Jee, M. J. (Accepted/2024). Parental ideologies in heritage language maintenance: The case of Korean interlingual families in New Zealand. Australian Review of Applied Linguistics.

• Choi, L. J., & Park, M. Y. (2024). Precarious privilege: Identity (re)construction among international students returning to South Korea. Applied Linguistics Review.

• Park, M. Y., & Chung, K. (2024). The role of university in a Korean heritage university student’s identity development. Korean Linguistics, 20(2), 170-193.

• Park, M. Y., & Choi, L. J. (2024). Shifting language ideologies and heritage language education: Experiences of Vietnamese marriage-migrant mothers in South Korea. International. Journal of Bilingual Education and Bilingualism. Online first.

• Park, M. Y. (2024). Heritage language use and identity construction: A study of two Korean-American bilingual adolescents. Sustainable Multilingualism, 24, 1-22.

• Park, M. Y. (2023). “I’m not angry!”: Language ideologies, misunderstanding, and marginalization among North Korean refugees in rural South Korea. Applied Linguistics Review.

• Park, M. Y. (2023). Korean mothers’ attitudes towards their dual heritage children’s maintenance of heritage languages in New Zealand. Korean Linguistics, 19(2), 140-162.

• Park, M. Y. (2023). Identity and voluntary language maintenance efforts: A case of bilingual Korean-American university students in Hawaii. Sustainable Multilingualism. 22(1), 1-26.

• Jee, M. J., Park, M. Y., & Cheon, S. (2022). Language maintenance and ethnic identity among Korean heritage speakers in the Pacific region (Australia, New Zealand, and Hawaii). Journal of Multilingual and Multicultural Development.

• Park, M. Y. (2023). Heritage language as site of struggle and identity negotiation: A study of Korean-American university students in Hawaii. Language and Intercultural Communication, 23(4), 385-398.

• Choi, L., & Park, M. Y. (2022). Performing global Koreaness: self-presentation and distinction among elite transnational South Koreans. Journal of Language, Identity & Education.

• Park, M. Y., & Chung, K. (2022). Heritage language learning and identity among mixed-heritage Korean university students in New Zealand. Multilingua, 42(2), 285-307.

• Choi, L., & Park, M. Y. (2022). Teaching practicum during COVID-19: Pre-service English language teachers’ professional identities and motivation. Sage Open.

• Park, M. Y., & Choi, L. (2022). Identity, heritage language use, and study abroad: A study of a mixed-heritage Korean New Zealander. Critical Inquiry in Language Studies, 19(3), 286-306.

• Park, M. Y. (2022). 1.5-generation Korean New Zealanders’ perceptions of heritage language maintenance, bilingualism, and identity. Australian Review of Applied Linguistics. Online first.

• Park, M. Y. (2022). Experiencing everyday Otherness: A study of Southeast Asian  marriage-migrants in South Korea. Sustainable Multilingualism, 20(1), 46-68.

• Park, M. Y. (2022). Language ideologies, heritage language use, and identity construction among 1.5-generation Korean immigrants in New Zealand. International Journal of Bilingual Education and Bilingualism, 25(7), 2469-2481.

• Park, M. Y. (2021). Language ideologies and identity construction among North Korean refugees in South Korea. Language Awareness, 31(3), 271-287.

• Park, M. Y. (2021). Heritage language use in the workplace: 1.5-generation Korean immigrants in New Zealand. International Multilingual Research Journal, 15(4), 332-345.

• Park, M. Y. (2020). “I want to learn Seoul speech!”: Language ideologies and practices among marriage-migrants in South Korea. International Journal of Bilingual Education and Bilingualism. 23(2), 227–240.

• Park, M. Y. (2019). Challenges of maintaining the mother’s language: Marriage-migrants and their mixed-heritage children in South Korea. Language and Education, 33(5), 431–444.

• Park, M. Y. (2017). Resisting linguistic and ethnic marginalization: Voices of Southeast Asian marriage-migrant women in Korea. Language and Intercultural Communication, 17(2), 118–134.

• Park, M. Y. (2016). Integrating rapport-building into language instruction: A study of Korean foreign language classes. Classroom Discourse, 7(2), 109–130.

• Park, M. Y. (2014). A study of the Korean sentence-ender -(u)psita: Implementing transitions between activities in the classroom. Journal of Pragmatics, 68, 25–39.

• Park, M. Y. (2012). Teachers’ use of the intimate speech style in the Korean language classroom. The Korean Language in America, 17, 55–83.