Edited Works: Refereed Chapter Contributions

  • Park, M. Y., Jee, M. J., & Waugh B. (2025). Korean language maintenance and shift in the English-speaking world. In H-S. Wang (Ed.), Sociolinguistics and Korean Language Education. Institute of East Asian Studies, University of California, Berkeley.

  • Park, M. Y., & Lee, H. (2023). COVID-19 and the construction of wuli (we): Marriage-migrant women and care discourses in South Korea. In M. Elwing, C. Ikuko (Eds.), The Semiotics of Disruption during COVID-19 in Asia (pp. 123 – 140). Leiden University Press.

  • Park, M. Y. (2022). Family language policy among mixed-heritage families in New Zealand: Perspectives of two Korean migrant mothers. In H. Cho and K. Song (Eds.), Korean as a heritage language from transnationalism and translanguaging perspectives (pp. 67–82). Routledge.  

  • Park, M. Y. (2022). Language ideologies and identity formation of KSL learners. In A. Byon and D. Pyun (Eds.), The Routledge handbook of Korean as a second language (pp. 454–472). Routledge.

  • Brown, L. & Park, M. Y. (2020). Culture in language learning and teaching. In Y.-m. Yu Cho (ed.), Teaching Korean as a foreign language pedagogy: Theories and practices (pp. 81–108). Routledge.

  • Park, M. Y. (2019). Gender ideologies and Korean language learning: Experiences of Southeast Asian migrant women in South Korea. In K. Horner and J. Dailey-O’Cain (Eds.), Multilingualism, (im)mobilities and spaces of belonging (pp. 197–215). Multilingual Matters.

  • Park, M. Y. (2019). “I feel more Korean now”: Heritage language learning and identity transformation of a mixed-heritage Korean New Zealander. In V. Anderson and H. Johnson (Eds.), Migration, education and translation: Cross-disciplinary perspectives on human mobility and cultural encounters in education settings (pp. 59–72). Routledge.

  • Park, M. Y. (2017). Developing bilingualism in a largely monolingual society: Southeast Asian marriage migrants and multicultural families in South Korea. In F. Fozdar and Z. Rocha (Eds.), Mixed race in Asia: Past, present and future (pp. 67–81). Routledge. 

  • Park, M. Y. (2015). The use of the -(su)pnita form in Korean language classroom discourse. In S. Nam, J. Jun, and H. Ko (Eds.), Japanese/Korean linguistics, 21 (pp. 217–230). CSLI Publications.

  • Sohn, H-m., Jeong, H., & Park, M. Y. (2013). Toward K-16 articulation for advanced Korean language learning. In H-m. Sohn (Ed.), Topics in Korean language and linguistics (pp. 747–761). Korea University Press.

  • Park, M. Y. (2011). Speech style shifts and teacher identities in Korean language classroom discourse. In H. Sohn, H. Cook, W. O’Grady, and S. Cheon (Eds.), Japanese/Korean Linguistics, 19 (pp. 393–406). CSLI Publications.

  • Park, M. Y. (2011). Identity and agency among heritage language learners. In K. Davis (Ed.), Critical qualitative research in second language studies: Agency and advocacy (pp. 171–207). Information Age Publishing.