Inferior North, superior South? North Korean defectors in Moranbong Club (by Shiin Moon)

Our guest blogger this week, Shiin Moon, tells us: “I have been living my whole life as a majority South Korean in Seoul and taught elementary students for 5 and a half years. To me, language learning has always been tied to power and social mobility of my students and of myself, and now I am so happy to delve deeper into this association in Montréal. I am a second-year master’s student in the Second Language Education program at McGill University, and interested in language socialization, language ideologies, and language learning experience of migrants in Québec.”

This blog post includes a linked audio file. Just click on the link below if you would like to hear the post read aloud. Scroll down to read the text.

“I taught her to use the stronger accent. I told her, I know you are a North Korean, but with the worst North Korean accent. That’s not the way we do it in the South.”

from Moranbong Club

This excerpt was voiced by a South Korean comedian (FYI, not the one in the picture) while she was describing her experience of teaching her fellow North Korean performer how to ‘speak North’ – in a TV talk show named Moranbong Club (Lim & Jung, 2015-present). Her remark implies how North Koreans have been deployed, consumed, and delegitimized in South Korean society, especially through their speech.

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Starting a conversation about linguistic inclusion (by Ben Calman)

Ben Calman is a master’s student in the Department of Integrated Studies in Education (DISE) at McGill University. His current research focuses on linguistic inclusion of international students in Canadian higher education. Ben was born in New York and spent his formative years there and in Washington D.C. He has a B.A. from Hampshire College in Amherst, Massachusetts. He lives in Montreal with his wife Michelle and their cat Louise.

My friend Austin, a fellow student in my cohort at McGill, refers to us fondly as baby scholars. As a baby scholar, entering the field of sociolinguistics in what McGill still refers to as the Second Language Education concentration is a daunting task.

Source: pixabay.com

Sifting through what Marshall and Moore (2018) call the “panoply of lingualisms” (p. 1) often feels less like sifting and more like hacking through a dense jungle of wonderful, intriguing ideas.

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