Jill Brown

Second language identity in narratives of study abroad

1. Introduction: Narrative, Second Language Identity and Study Abroad PART I: SECOND LANGUAGE IDENTITY AND STUDY ABROAD 2. Second Language Identity 3. Study Abroad PART II: DIMENSIONS OF SECOND LANGUAGE IDENTITY 4. Identity-Related Second Language Competence 5. Linguistic Self-Concept 6. Second Language-Mediated Personal Competence PART III: PROGRAMMES AND PEOPLE 7. Programmes 8. People 9. Improving the Effectiveness of Study Abroad Programmes 10. Conclusion: Second Language Identity and Study Abroad Revisited

Second Language Identity

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.

Introduction: Narrative, Second Language Identity and Study Abroad

The title of this book includes three terms that have opened up new and exciting areas in second language learning research: narrative, second language identity, and study abroad. In this introduction, we explain how these three concepts come together in the book. Second language identity and study abroad are discussed briefly here and in more detail in Chapters 2–3. In this chapter, we also outline the range of study abroad programmes available to Hong Kong students. Our discussion of narrative is situated first within the idea of second language identity and, later, in the context of the design of the Second language identities and study abroad research project on which this book is based. The chapter concludes with a brief outline of the structure and content of the book.

Improving the Effectiveness of Study Abroad Programmes

The narratives that we have discussed in this book capture the essence of each student’s experience of their study abroad programme. They provide examples of how prior second language learning and experiences such as overseas travel can influence the shape of personal study abroad goals. They illustrate factors that affect their involvement and engagement. In so doing, they highlight connections between the study abroad programme, prior learning and experience and second language identity development.

Conclusion: Second Language Identity Revisited

The main aim of this book has been to argue for and to develop second language identity as a usable construct in second language learning research. We have looked at the idea of second language identity from three different angles: in Part I from the perspective of theory and in the context of previous research on study abroad; in Part II from the perspective of evidence for second language identity development in students’ narratives of study abroad; and in Part III from the perspective of possible influences — related to programme type and individual differences in study abroad — that might have an influence on its development. In this concluding chapter, we will sum up what we hope we have achieved.

Second Language-Mediated Personal Competence

Second language-mediated personal competence is the third dimension of our model of second language identity development. In this chapter we discuss two narratives that we believe illustrate how personal development in study abroad can be mediated through second language use. BC and Daisy both went overseas in order to gain educational qualifications: BC to study for a Bachelor’s degree in New Zealand, and Daisy to study for a Master’s degree in the United Kingdom. Daisy’s story takes us through to the completion of her degree, while BC’s takes us to the end of his first year in New Zealand. As you read their stories, consider the questions below: What were BC and Daisy’s goals for language and personal development? What developments can be observed in their Personal independence? Intercultural competence? Academic competence? What roles did their use of English play in these developments?

Linguistic Self-Concept

Linguistic self-concept is the second dimension of our model of second language identity development, and we begin this chapter with two narratives that illustrate such developments. Both students visited Australia. Angelina is an undergraduate English Communication student at a university in Hong Kong. She spent a semester abroad on an exchange programme. Sandy is an Early Childhood Education student who spent five weeks on an immersion programme at a university in Australia. As you read Angelina’s and Sandy’s narratives below, consider the following questions: What are their affiliations with the languages they know? What are their beliefs about learning and using English as their second language? What do they say about the emotional aspects of their experiences of using English in Australia, especially their self-confidence? What do they think about others’ perceptions of them as English users? How do they perceive themselves as English learners and users? How do their affiliations, attitudes, emotions and perceptions change as a result of their study abroad experience?

Identity-Related Second Language Competence

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.

Study Abroad Programmes

In Part II we examined narratives from students involved in a variety of study abroad programmes, including a 10-day secondary school exchange, credit-bearing overseas semesters for university students and independently organized long-term university education. Within these categories of study abroad we can identify several dimensions of variation which have the potential to affect participants’ outcomes. These include the duration of the programme, participant educational level, programme organization, level of integration and interaction with host nationals, and the purpose or goals of participation.