Korean students’ stories from an Aotearoa New Zealand high school : Perceived affordances of English and Korean language use

Abstract

This article investigates the "affordances" Korean-born students perceived in using Korean or English language in a New Zealand high school setting. The author defines affordances as the students’ perceptions of their languages as linguistic resources enabling them to act, or constraining them from acting. The study draws on ethnographic data from a large study and employs linguistic ethnography's finely grained techniques of discourse analysis.