Identity in second language learning: Evidence from Chinese sojourners’ experiences in Australia

Onderzoeksoutput: Meeting abstract (Book)

Samenvatting

In the past 15 years, SLA field has seen a surge of interest in second language learners' identity following the rising attention paid to sociocultural perspectives of learning that see second language learning as a process of social interaction and social identification. Although researchers have used different approaches to explore how learning shapes and transforms who the learners are in socially, culturally and politically constructed communities of practice, identity has been generally characterized as being dynamic, processual, socially and discursively constructed.

In this paper, I discuss these characteristics of identity in second language learning through an examination of the language identity construction of three Chinese learners sojourning in Australia. By drawing on a qualitative analysis of the learners' specific learning experiences remembered as significant for them, I seek to understand whether and how their move from China to Australia had impacted on their conceptualization of who they were in relation to English. The findings of this study suggest that second language learners are constantly (re)creating their senses of who they are in line with the available learning contexts through an individually dynamic, continuing as well as accumulative process of investment.
Originele taal-2English
TitelABLA Annual Congress, University of Antwerp, November 14: Antwerp, Belgium.
StatusPublished - 2009

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