Selected Publications Yi, Y. (in press). Adolescent multilingual writer’s negotiation of multiple identities and access to academic writing: A case study of a Jogi Yuhak student in an American high school. Canadian Modern Language Review. This article describes a longitudinal case study of Hoon, an adolescent multilingual writer, with respect to his negotiation of multiple identities and access to academic writing practices. Through an inductive analysis of multiple data sources (interviews, observations, literacy artifacts, and fieldnotes), the researcher observed that while negotiating a stigmatized ESL student identity and an academic achiever identity, Hoon developed some survival strategies through school. Notably, those strategies acted as a double-edged sword in that they helped Hoon earn high grades but prevented him from engaging in extensive academic literacy activities. Findings from this study provide a more in-depth understanding of the nuanced experiences, challenges, and characteristics of adolescent multilingual writers and suggest a further examination of social contexts in which they construct positive identities, access various writing practices, and grasp the value of writing (whether in their first or second language) for academic and other purposes. Yi, Y. (2013). ESOL teachers as writing teachers: From the voices of pre-service teachers. In L. C. de Oliveira & T. Silva. (Eds.), Second language writing in the secondary classroom: Experiences, issues, and perspectives (pp. 133-148). New York: Routledge. Despite recent emphasis on writing in standardized testing in K-12 schools, little is known about teachers’ writing pedagogy education. Thus, this chapter reports findings from qualitative research that examined English to Speakers of Other Languages (ESOL) teachers’ ESOL teachers’ sense of preparedness to teach writing, their challenges for writing pedagogy, and their negotiation of writing teacher identity. Findings reveal that though pre-service ESOL teachers successfully designed and implemented some writing tasks into lessons, they extensively used writing for assessment purposes. Further, despite their ESOL teacher identity construction, they were not able to afford to pursue their writing teacher identity. Findings provide valuable insights into writing pedagogy education. Choi, J., & Yi, Y. (2012). The use and role of pop culture in heritage language learning: A study of advanced learners of Korean. Foreign Language Annals, 45(1), 110-129. Despite the important use of pop culture in many instructional settings, its use in the heritage language (HL) classroom remains largely unexplored. Thus, this article reports findings from classroom-based qualitative research that examined the use and role of pop culture in advanced Korean HL learners’ literacy engagement and identity construction. Data analyses of the learners’ reading presentations and writing projects revealed that they extensively drew upon the heritage media and pop culture for their in-class literacy practices. Pop culture served as a contact point for their literacy practice, helped reexamine or strengthen their ethnic identity from a global perspective, and provided a window to discuss social issues and explore them. Findings suggest pedagogical implications for using pop culture in HL and foreign language classrooms. Yi, Y., & Shim, E. (2011). Trends and challenges for EFL writing teacher education in Korea: A content analysis. Studies in Humanities, 29, 51-72. Writing is an important communicative modality in the English as a foreign language (EFL) context. Up to now, English language teacher (ELT) education programs in EFL contexts have not adequately addressed ways in which EFL teachers can conduct second language (L2) writing instruction. The authors examine to what extent and how ELT education programs address issues of L2 writing and L2 writing pedagogy by investigating curricula, course descriptions, and academic backgrounds of teacher educators in 30 selected ELT programs in Korea. Findings reveal that most ELT programs emphasize the development of pre-service teachers’ L2 writing competence, but overlook their development of pedagogical content knowledge (i.e., L2 writing pedagogy). Given this trend and challenge, the authors suggest that teacher educators should assist EFL teachers to be empowered by both pedagogical content knowledge of L2 writing and adequate L2 writing competence; the educators also need to encourage pre-service teachers to reexamine the value of L2 writing and L2 writing instruction in EFL contexts. Yi, Y. & Hirvela, A. (2010). Technology and ‘self-sponsored’ writing: A case study of a young Korean American. Computers and Composition, 27(2), 94-111. In this paper we look at one of the newly emerging populations in literacy research—1.5 Generation students (that is, immigrant students who emigrated to an Anglophone country like the United States and have completed at least some of their K-12 education in that new setting)—and, through an exploration of one student’s personally oriented writing outside school, explore how such writing unfolded, particularly with respect to the use of computers and other forms of technology. Building on the notion of ‘self-sponsored’ writing and the New Literacy Studies orientation toward literacy research, we examined a Korean 1.5 Generation high school student’s out-of-school composing choices and activities. Our findings reveal that the participant was an active out-of-school writer who used both her native and second language as well as print-based and computer-based forms of technology while composing for self-sponsored purposes. Wang, C., Calandra, B., & Yi, Y. (2010). Technical, pedagogical and culture considerations for language learning in MUVEs. In T. Anderson (Series Ed.) & G. Veletsianos (Vol. Ed.), Emerging technologies in distance education (pp. 285-299). Canada: Athabasca University Press. Yi, Y. (2010). Identity matters: Theories that help explore adolescent multilingual writers and their identities. In M. Cox, J. Jordan, C. Ortmeier-Hooper & G. Schwartz (Eds.), Reinventing identities in second language (pp. 303-324). Urbana Champaign, IL: NCTE. Yi, Y. (2010). Adolescent multilingual writer’s transitions between in- and out-of-school writing practices. Journal of Second Language Writing, 19(1), 17-32. Within a social view of literacy, this paper reports a two-year ethnographic case study of an adolescent multilingual writer, with respect to her transitions across in-school (i.e., Creative Writing class) and out-of-school writing contexts. This study was aimed to address two specific gaps in the fields of second language (L2) writing and literacy studies, by examining one of the most underrepresented groups (i.e., adolescent multilingual writers) and by exploring possible relationships between her voluntary, nonacademic writing outside school and her academic writing practices. Findings reveal that a research participant greatly drew upon her voluntary, out-of-school writing for her Creative Writing class; and at the same time, her in-school writing activities and assignments were mentioned in out-of-school writing practices. This shows that her writing activities across in- and out-of-school contexts were influenced by each other, especially with respect to topics, genres, and languages of writing practices. These findings give us a more comprehensive understanding of the nature of adolescent L2 writers’ composing practices and suggest a further examination of the relationships (both similarities and differences) between in- and out-of-school literacy learning and ways in which multilingual writers negotiate writing practices across varied writing contexts. Yi, Y. & Hirvela, A. (2009). Biliterate Asian students' literacy practices in North America. [Monograph/Special Issue.] Journal of Asian Pacific Communication, 19(1). Special peer-reviewed, themed, issue of biliteracy practices includes six articles and one book review, 172 pages. Yi, Y. & Hirvela, A. (2009). Composing in and out of school: Biliterate Asian students' encounters with heritage and second language writing. Journal of Asian Pacific Communication, 19(1), 1-6. Yi, Y. (2009 ). Adolescent literacy and identity construction among 1.5 generation students: From a transnational perspective. Journal of Asian Pacific Communication, 19(1), 100- 129. The emergence and significance of transnational adolescents at school and in society have recently been recognized, and yet, little is known about how their transnational lived experiences affect their literacy learning and identity construction. Thus, the study reported in this paper explored transnational literacy options and practices that two Korean transnational adolescents had experienced and addressed how their online literacy practices served them while negotiating their transnational identities. The findings show that the participants engaged in multiple literacy practices and forged transnational identities through online activities involving “creating and constructing a transnational and transcultural community” and “communicating via instant messaging.” The findings suggest that we should re-conceptualize the teaching and learning of students who share multilingual, transnational lived experiences and that we should re-examine what it means to be good, educated students and global citizens in the 21st century. Jeffries, M., & Yi, Y. (2008). Relationship between spoken and written discourse of a Generation1.5 ESL student: A study of a German student in a college ESL composition class. The CATESOL Journal, 20(1), 65-81. Generation 1.5 students are often characterized as achieving quite advanced oral/aural proficiency, but less developed academic literacy (Forest, 2006; Singhal, 2004). And yet, little is known about the relationship between their spoken and written discourse. Thus, this paper discusses a case study that explored the relationship of spoken and written discourse of a Generation 1.5 student, whom we call Mary, in a college ESL composition classroom. The findings revealed that Mary employed speech-like features for her writing (i.e., use of colloquial language and lack of explicitness in linguistic and content terms). This indicates that Mary seemed to write the way she spoke, which contributed to making her writing informal, implicit, and less persuasive. In addition to examining the language features, we explored the effect of explicit instruction on the difference between spoken and written discourse. Such instruction turned out to be partially effective. Findings arising from this study suggest that Generation 1.5 students employ two approaches (i.e., writing/speaking and reading/writing connections) to improving writing. Hirvela, A., & Yi, Y. (2008). From expectations to empowerment: How a mentor and dissertation writer negotiated the intricacies of a qualitative results chapter. In C. Casanave & X.-M. Li (Eds.), Learning the literacy practices of graduate school: Insiders’ reflections on academic enculturation (pp. 121-133). Ann Arbor: University of Michigan Press. Yi, Y. (2008). Voluntary writing in heritage language: A study of biliterate Korean-heritage adolescents in the U.S. Heritage Language Journal, 6(2), 72-93. Until now, much of the research on heritage language (HL) education has focused on the use of oral language or traditional print-based texts by HL speakers who are born and raised in the U.S. In addition, many of the available studies concentrate on beginning-level HL students because few second generation immigrants reach advanced levels of literacy in Korean. Little is known about the use of the HL by individuals who are highly literate in both Korean and English. This paper attempts to address this gap by examining the voluntary writing practices of two adolescent Korean HL speakers with advanced proficiencies in both Korean and English. Through an inductive analysis of multiple data sources (interviews, literacy activity checklists, field notes, and literacy artifacts), this study shows that the two Korean adolescents moved fluidly between their two cultures and languages through their online and paper-based HL writing practices. In addition, their use of Korean in writing helped them socialize with their ethnic peer groups, pursue personal interests, and maintain ties with Korea on a daily basis. These findings inform HL literary instruction and offer insights into the ways HL literacy is situated in the daily lives of biliterate adolescents. Yi, Y. (2008). 'Relay writing' in an adolescent online community. Journal of Adolescent and Adult Literacy, 51(6), 670-680. This article examines the ‘relay writing’ practices of Korean-heritage adolescent students in their local online community, called Welcome to Buckeye City (WTBC). By employing a qualitative methodology which included face-to-face and online interviews with the members of WTBC, field notes, and document analysis of their postings to WTBC, the author examined the members’ investment in relay novel writing and relay compliment activity (in which each member of WTBC contributes a portion to a novel and compliments, respectively, in a relayed manner). While the members engaged voluntarily in these individual and collective literacy activities, they created a ‘community of practice’ in which they co-constructed various composing activities. Findings of the study provide valuable insights into adolescent students’ voluntary, out-of-school literacy practices. Yi, Y. (2007). Engaging literacy: A biliterate student’s composing practices beyond school. Journal of Second Language Writing, 16(1), 23-39. Much of the writing research on generation 1.5 students has focused on college students in educational contexts, especially either freshman composition or college ESL writing classes. Relatively little is known about them in K-12 settings, especially high-school students, despite their growing presence in these settings. In addition, there is a lack of understanding of these students’ literacy experiences beyond the classroom. This paper discusses a case study that examined one Korean high school student’s composing practices outside of school. The findings revealed several significant characteristics in her voluntary composing practices: the diversity and richness of her involvement with multiple literacies; her swift and constant movement among multiple genres, contexts, and languages; the public nature of her composing (sharing her writing with peers); her primary focus on L1 writing activities; and her construction of a writerly identity. In presenting her story, the paper attempts to build understanding of out-of-school writing as experienced by students with immigrant backgrounds. Yi, Y. (2006). Review of Controversies in second Language writing: Dilemmas and decisions in research and instruction, by Christine Pearson Casanave. English for Specific Purposes, 25, 490-493. Yi, Y. (2005). Asian adolescents’ in and out-of-school encounters with English and Korean literacy. Journal of Asian Pacific Communication, 15(1), 57-77. The acquisition of second language (L2) academic literacy has attracted increasing interest among L2 literacy researchers as the number of English Language Learners (ELLs) studying in schools in Anglophone countries like Australia, the United Kingdom, Canada, and the United States continues to grow. However, this emphasis on academic literacy has led L2 researchers to overlook the importance of exploring other types of literacy, especially out-of-school literacy. In particular, few studies have examined the impact of out-of-school literacy activities on overall literacy acquisition, as well as on the development of academic literacy skills. This article describes a study that examined the nature of three Asian adolescent ELLs’ out-of-school literacy practices and their implications for school-based literacy growth. These Asian adolescent ELLs engaged in various types of reading and forms of writing in both their native language (L1), Korean, and their L2, English, within both print and computer-based contexts. The findings suggest some often overlooked connections, direct or indirect, between in and out-of-school literacy. The article discusses the implications of these findings for pedagogy and future research.