Study Abroad, Identity, and Attitude towards the English Language
- 56 Downloads
This chapter will discuss L2 English users’ attitude towards English language through study abroad (SA) experiences. No matter where students choose to SA, English (along with a local language) is used as a lingua franca not only in an academic setting, but also in informal settings among students and sometimes with the local people. Therefore, SA cannot be discussed without the role of English as a multilingua franca (Jenkins in Englishes in Practice 2(3): 49–85, 2015). In this qualitatively approached study, narratives of two Japanese sojourners revealed unique trajectories of attitude changes (if any) towards the English language and their sense of self as an English learner/user as they went through various multilingual experiences and self-reflections during SA. The findings indicate that the quality of social networks sojourners build during SA guides development of a sense of self as an ELF user. The author will also consider educational implications for English-medium instruction programmes in higher education.
This research is supported by JSPS KAKENHI Grant-in-Aid for Young Scientists (B) JP16K16893. I am grateful to the research participants for their prolonged cooperation through their SA experience.
- Baker, W. (2009). Language, culture and identity through English as a lingua franca in Asia: Note from the field. The Linguistics Journal, 4, 8–35. Retrieved from http://www.linguisticsjournal.com/.
- Blackledge, A., & Creese, A. (2010). Multilingualism. London: Continuum.Google Scholar
- Churchill, E., & DuFon, M. A. (2006). Evolving threads in study abroad research. In E. Churchill & M. A. DuFon (Eds.), Language learners in study abroad contexts (pp. 1–27). Buffalo, NY: Multilingual Matters.Google Scholar
- Coleman, J. A. (2015). Social circles during residence abroad: What students do, and who with. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (pp. 33–52). Amsterdam: EUROSLA.Google Scholar
- Garcia, O. (2007). Foreword. In S. Makoni & A. Pennycook (Eds.), Disinventing and reconstituting languages (pp. xi–xv). Clevendon: Multilingual Matters.Google Scholar
- Jackson, J. (2008). Language, identity, and study abroad: Sociocultural perspectives. London: Equinox.Google Scholar
- Jackson, J. (2010). Intercultural journeys from study to residence abroad. Basingstoke: Palgrave Macmillan.Google Scholar
- Kalocsai, K. (2009). Erasmus exchange students: A behind-the-scenes view into an ELF community of practice. Apples—Journal of Applied Language Studies, 3(1), 24–48.Google Scholar
- Kimura, D. (2017). Changing orientations to English during English-medium study abroad in Thailand. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education (pp. 118–194). Tokyo: JALT.Google Scholar
- Kimura, D. (2018). English as a lingua franca, multilingualism, and social networks in study abroad: Narrative case studies of Japanese students in Thailand (Unpublished PhD dissertation). Pennsylvania State University, the USA.Google Scholar
- Kimura, D. (2019). Towards cross-fertilization of English as a lingua franca and study abroad. JACET ELF SIG Journal, 3, 3–21.Google Scholar
- Lin, M.-H. (2012, November). 日本人学生の台湾留学 [Japanese students’ study abroad in Taiwan]. ウェブマガジン 留学交流 [Web Magazine Ryugaku Koryu], 20. Retrieved from https://www.jasso.go.jp/ryugaku/related/kouryu/2012/__icsFiles/afieldfile/2015/11/19/linminghuang.pdf.
- Miles, M. B., & Huberman, M. (1994). Qualitative data analysis (2nd ed.). London: Sage.Google Scholar
- Nogami, Y. (2017, August). A case study on Japanese university students’ awareness on successful ELF communication: Through interactional experiences in multicultural co-learning environment. Paper presented at The JACET 56th International Convention, Aoyama Gakuin University, Japan.Google Scholar
- Nogami, Y. (forthcoming). Identity and pragmatic language use: A study on Japanese ELF users. Berlin and Boston: Mouton De Gruyter.Google Scholar
- Norton, B. (2000). Identity and language learning. Harlow, UK: Pearson Education.Google Scholar
- Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press.Google Scholar
- Usuyama, T. (2012, November). 世界の多様性を実感する:筑波大学のロシア語圏留学のすすめ [To realize diversity in the world: Recommendation from University of Tsukuba for study abroad in Russian speaking world]. ウェブマガジン 留学交流 [Web Magazine Ryugaku Koryu], 20. Retrieved from https://www.jasso.go.jp/ryugaku/related/kouryu/2012/__icsFiles/afieldfile/2015/11/19/usuyamatoshinobu.pdf.
- Widdowson, H. G. (2016). Competence and capability: Rethinking the subject English. In K. Murata (Ed.), Exploring ELF in Japanese academic and business contexts: Conceptualization, research and pedagogic implications (pp. 213–223). London: Routledge.Google Scholar