Second Language Identity in Narratives of Study Abroad, 2013
In this chapter we look at what research has to say about second language identity, the central t... more In this chapter we look at what research has to say about second language identity, the central theme of this book. According to our working definition, second language identity refers to any aspect of a person’s identity that is related to their knowledge and use of a second language. We begin, therefore, with a discussion of the wider construct of identity and its links to narrative and second language learning. We then look more closely at the concept of second language identity itself and conclude with a brief discussion of the role of ‘critical experiences’, such as study abroad, in the development of second language identities.
Much of the literature on study abroad outcomes focuses on language proficiency gains or on the i... more Much of the literature on study abroad outcomes focuses on language proficiency gains or on the influence of identity factors on opportunities for language learning. A smaller number of studies have looked at the influence of study abroad on participants' identities and have highlighted outcomes that might be placed under the heading of second language identity. Based on a review of this literature and a qualitative, narrative-based study of nine Hong Kong students participating in thirteen- and six-week study abroad programmes, this paper examines the construct of second language identity and its susceptibility to development in study abroad. Three main dimensions of second language identity are identified, related to (1) identity-related aspects of second language proficiency, or the ability to function as a person and express desired identities in a second language setting, (2) linguistic self-concept, or sense of self as a learner and user of the second language, and (3) sec...
Journal of Studies in International Education, 2012
Little is known about how a family in the Peoples Republic of China (PRC) makes decisions on cros... more Little is known about how a family in the Peoples Republic of China (PRC) makes decisions on cross-border study. International marketers and managers in higher education turn to research based on Chinese student preferences. However, such research ignores cultural traditions steeped in Confucian ideals of family and the subsequent roles and influence of parents. Using surveys and interviews with Chinese students our findings indicate that despite exponential financial and social development in contemporary Chinese society, traditional Confucian values are still largely upheld by parents. The influence of these parents extends beyond initial decision making and impacts on the student’s social and academic well-being. To effectively market, manage and provide academic and welfare support for Chinese students studying across borders requires host universities to develop strategies that acknowledge and demonstrate respect for cultural traditions, parental perspectives and related ongoin...
Second Language Identity in Narratives of Study Abroad, 2013
In the next three chapters, we shift the focus from theory based on previous research to the appl... more In the next three chapters, we shift the focus from theory based on previous research to the application of theory to our own data. Each chapter covers one dimension of the model of second language identity outlined in Chapter 3 (Figure 3.2). In this chapter, we focus on identity-related second language competence. Chapter 5 focuses on linguistic self-concept, while Chapter 6 focuses on second language-mediated personal competence. Each chapter has a similar structure, which we hope will help readers track our interpretations of the data and, perhaps, make their own interpretations. Each chapter begins with two narratives of study abroad experiences, which highlight the dimension of second language identity in focus (on the process of writing the narratives, see Chapter 1). While these narratives speak for themselves, we have also included some introductory questions to guide readers towards the analysis which follows them. The section headings in the analysis correspond to these questions, and we hope that they will help readers test our interpretations against their own.
This paper was presented at Sociolinguistics Symposium 9: Child Language and Linguistics Change h... more This paper was presented at Sociolinguistics Symposium 9: Child Language and Linguistics Change held in United Kingdom from 2-4 Apr 1992
Journal of Studies in International Education, 2015
As international students navigate in a foreign educational environment, having higher levels of ... more As international students navigate in a foreign educational environment, having higher levels of coping or stress-resistance resources—both internal and external—could be related to increased satisfaction with personal and university life. The internal coping resources examined in this study were host language proficiency, self-esteem, intercultural social self-efficacy, and academic self-efficacy. The external resources studied were perceived social support from (a) hosts and (b) non-hosts. Survey participants were 385 Asian-born international students in Australian universities. Regression analyses revealed that academic self-efficacy and social support from hosts were significant predictors of both personal and university life satisfaction, but the effects of English language proficiency and social support from non-hosts disappeared when other resources were considered. Additional predictors of personal satisfaction were intercultural social self-efficacy and self-esteem. We disc...
This paper was presented at the 6th Annual Conference of the Educational Research Association, he... more This paper was presented at the 6th Annual Conference of the Educational Research Association, held in Singapore from 24 - 26 Sep 1992
Hong Kong, along with other Asian societies with universities with top world rankings, has in rec... more Hong Kong, along with other Asian societies with universities with top world rankings, has in recent years attracted an increasing number of international students, mainly from Asia. Previous research in English-speaking Western countries has indicated the importance of resources, including language proficiency, positive intergroup relations, and social support, in understanding international students’ stress and coping in cross-cultural adaptation. Guided by a similar acculturative stress and coping framework, we investigated predictors of psychological and sociocultural adaptation in a survey sample of 726 international students (62% female and 73% Asian-born) from Hong Kong public universities. We found that English language proficiency, social support, and a low level of perceived discrimination fostered both types of cross-cultural adaptation, while contact with local students and proficiency in the local dialect further enhanced sociocultural adaptation. Implications for futur...
Second Language Identity in Narratives of Study Abroad, 2013
In this chapter we look at what research has to say about second language identity, the central t... more In this chapter we look at what research has to say about second language identity, the central theme of this book. According to our working definition, second language identity refers to any aspect of a person’s identity that is related to their knowledge and use of a second language. We begin, therefore, with a discussion of the wider construct of identity and its links to narrative and second language learning. We then look more closely at the concept of second language identity itself and conclude with a brief discussion of the role of ‘critical experiences’, such as study abroad, in the development of second language identities.
Much of the literature on study abroad outcomes focuses on language proficiency gains or on the i... more Much of the literature on study abroad outcomes focuses on language proficiency gains or on the influence of identity factors on opportunities for language learning. A smaller number of studies have looked at the influence of study abroad on participants' identities and have highlighted outcomes that might be placed under the heading of second language identity. Based on a review of this literature and a qualitative, narrative-based study of nine Hong Kong students participating in thirteen- and six-week study abroad programmes, this paper examines the construct of second language identity and its susceptibility to development in study abroad. Three main dimensions of second language identity are identified, related to (1) identity-related aspects of second language proficiency, or the ability to function as a person and express desired identities in a second language setting, (2) linguistic self-concept, or sense of self as a learner and user of the second language, and (3) sec...
Journal of Studies in International Education, 2012
Little is known about how a family in the Peoples Republic of China (PRC) makes decisions on cros... more Little is known about how a family in the Peoples Republic of China (PRC) makes decisions on cross-border study. International marketers and managers in higher education turn to research based on Chinese student preferences. However, such research ignores cultural traditions steeped in Confucian ideals of family and the subsequent roles and influence of parents. Using surveys and interviews with Chinese students our findings indicate that despite exponential financial and social development in contemporary Chinese society, traditional Confucian values are still largely upheld by parents. The influence of these parents extends beyond initial decision making and impacts on the student’s social and academic well-being. To effectively market, manage and provide academic and welfare support for Chinese students studying across borders requires host universities to develop strategies that acknowledge and demonstrate respect for cultural traditions, parental perspectives and related ongoin...
Second Language Identity in Narratives of Study Abroad, 2013
In the next three chapters, we shift the focus from theory based on previous research to the appl... more In the next three chapters, we shift the focus from theory based on previous research to the application of theory to our own data. Each chapter covers one dimension of the model of second language identity outlined in Chapter 3 (Figure 3.2). In this chapter, we focus on identity-related second language competence. Chapter 5 focuses on linguistic self-concept, while Chapter 6 focuses on second language-mediated personal competence. Each chapter has a similar structure, which we hope will help readers track our interpretations of the data and, perhaps, make their own interpretations. Each chapter begins with two narratives of study abroad experiences, which highlight the dimension of second language identity in focus (on the process of writing the narratives, see Chapter 1). While these narratives speak for themselves, we have also included some introductory questions to guide readers towards the analysis which follows them. The section headings in the analysis correspond to these questions, and we hope that they will help readers test our interpretations against their own.
This paper was presented at Sociolinguistics Symposium 9: Child Language and Linguistics Change h... more This paper was presented at Sociolinguistics Symposium 9: Child Language and Linguistics Change held in United Kingdom from 2-4 Apr 1992
Journal of Studies in International Education, 2015
As international students navigate in a foreign educational environment, having higher levels of ... more As international students navigate in a foreign educational environment, having higher levels of coping or stress-resistance resources—both internal and external—could be related to increased satisfaction with personal and university life. The internal coping resources examined in this study were host language proficiency, self-esteem, intercultural social self-efficacy, and academic self-efficacy. The external resources studied were perceived social support from (a) hosts and (b) non-hosts. Survey participants were 385 Asian-born international students in Australian universities. Regression analyses revealed that academic self-efficacy and social support from hosts were significant predictors of both personal and university life satisfaction, but the effects of English language proficiency and social support from non-hosts disappeared when other resources were considered. Additional predictors of personal satisfaction were intercultural social self-efficacy and self-esteem. We disc...
This paper was presented at the 6th Annual Conference of the Educational Research Association, he... more This paper was presented at the 6th Annual Conference of the Educational Research Association, held in Singapore from 24 - 26 Sep 1992
Hong Kong, along with other Asian societies with universities with top world rankings, has in rec... more Hong Kong, along with other Asian societies with universities with top world rankings, has in recent years attracted an increasing number of international students, mainly from Asia. Previous research in English-speaking Western countries has indicated the importance of resources, including language proficiency, positive intergroup relations, and social support, in understanding international students’ stress and coping in cross-cultural adaptation. Guided by a similar acculturative stress and coping framework, we investigated predictors of psychological and sociocultural adaptation in a survey sample of 726 international students (62% female and 73% Asian-born) from Hong Kong public universities. We found that English language proficiency, social support, and a low level of perceived discrimination fostered both types of cross-cultural adaptation, while contact with local students and proficiency in the local dialect further enhanced sociocultural adaptation. Implications for futur...
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