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Defining Identities

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Early Study-Abroad and Identities

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Abstract

To consider all the contextual factors that characterize the target population, Korean early study-abroad undergraduates, I review previous studies in the following order in this chapter. First, I present different conceptions of identities so as to help understanding of what constitutes identities in general. Second, I deal with second language learners’ identity issues especially in regard to classroom-based perspectives. Since “inside the classroom” perspectives make up the majority of the relevant studies, this part of the literature helps us understand the main theme of the study more clearly. I also focus on outside classroom perspectives in second language learners’ identity formation. Finally, I suggest a definition of identities based on borderlands identity and cosmopolitanism and use this work as a theoretical framework of the entire book.

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Notes

  1. 1.

    Phinney (1990) mentions that “Ethnic identity is meaningful only in situations in which two or more ethnic groups are in contact over a period of time. In an ethnically homogenous society, ethnic identity is virtually meaningless concept” (p. 501).

  2. 2.

    The term, adolescent includes not only the population with age range 12–18 (Gander and Gardiner 1981) but also those who are under age 12, since many relevant studies do not specify the age range of the participants. Adolescent ESL learners group means the population who are under age 18 in this study. Therefore, the terms adolescents, children, young learners in this paper all refer to this specific population.

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  1. Hanyang University, Seoul, Republic of Korea

    Mun Woo Lee

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Lee, M.W. (2016). Defining Identities. In: Early Study-Abroad and Identities. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-287-910-3_2

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  • DOI: https://doi.org/10.1007/978-981-287-910-3_2

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