Peter Bodycott

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

Embedded culture and intercultural adaptation: implications for managing the needs of Chinese Students

Students who travel abroad for study bring with them a wealth of cultural resources and expectations that influence their ability to adapt and acculturate into their new environment. While the ability to fit into their new context is a largely personal endeavour, for students from Confucian heritage societies, the cultural expectations of family can have a significant impact on these students. Building on research into the influence of culture and parents on the decision to study abroad, this paper highlights the need for and benefits of developing internationalisation policy and management procedures that reflect and support an understanding of the embedded cultural needs and expectations of Chinese students and their families. This paper offers theoretical insight into the situations of the people involved, practical suggestions for higher education administrators wanting to develop a more effective internationalisation policy and meaningful intercultural strategies and support for international students.

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.

Cultural cross‐currents in second language literacy education

This paper discusses the concept of ‘cultural cross‐currents,’ their implicit nature and the potential they have to effect second language literacy learning, teaching and curriculum reform in Hong Kong primary classrooms. Despite the substantive implications for learning, the exploration of cultural influences upon teacher and student thinking and the resultant educational consequences, remains a largely unrecognized area. The central argument in the paper is that cultural differences in attitudes, beliefs and values of cultural groups toward the way first and second languages are acquired needs to be made explicit in order to facilitate second language literacy teaching and learning.

A Model for Supporting Student Learning and Development at the Tertiary Level

SUMMARY This paper presents a model of learning support for local and overseas students in transition, specifically those entering an Australian university. The intrinsic knowledge and abilities of students are placed at the forefront of tertiary teaching and student learning. Different aspects of the model are described together with comments and student examples. Outcomes and implications of the model are also discussed. Both the support teacher and students were seen to rethink their cultural stereotypes, academic knowledge, and approaches to teaching and learning.

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: n n nWhat were BC and Daisy’s goals for language and personal development? n n nWhat developments can be observed in their n n nPersonal independence? n n nIntercultural competence? n n nAcademic competence? n n n n n n nWhat 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: n n nWhat are their affiliations with the languages they know? n n nWhat are their beliefs about learning and using English as their second language? n n nWhat do they say about the emotional aspects of their experiences of using English in Australia, especially their self-confidence? n n nWhat do they think about others’ perceptions of them as English users? n n nHow do they perceive themselves as English learners and users? n n nHow do their affiliations, attitudes, emotions and perceptions change as a result of their study abroad experience?