Study abroad is now both an international industry and an experience that can have a deep impact on students‘ attitudes and approaches to second language learning. Narratives of Second Language Identity in Study Abroad brings together three important research areas by exploring the impact of study abroad on second language identities through narrative research. It outlines a new model of second language identity that incorporates a range of language and personal competencies. The three main dimensions of this model are explored in chapters that begin with students‘ study abroad narratives, followed by the authors‘ in-depth analysis. Further chapters use narratives to assess the impact of programme type and individual difference. Arguing that second language identity development is one of the more important outcomes of study abroad, the book concludes with recommendations on how study abroad programmes can best achieve this outcome.
Inhaltsverzeichnis
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
Über den Autor
Phil Benson is a Professor at the Hong Kong Institute of Education, Hong Kong. He has published widely on the subject of autonomy in language learning and language learning histories and is currently pursuing research interests in study abroad and popular culture and language learning. His previous publications include Beyond the Language Classroom (co-edited), Learner Autonomy 8: Teacher and Learner Perspectives and Learners Stories: Difference and Diversity in Language Learning (co-authored).
Gary Barkhuizen is Associate Professor at the University of Auckland, New Zealand. His research interests include language teacher education, sociolinguistics, learner language, studies that use narrative inquiry and other interpretative methodologies. Gary’s previous publications include Foreign Language Teaching and Learning: Theories and Research Methods: A Handbook (co-authored) and Analysing Learner Language (co-authored).
Peter Bodycott is Associate Professor at the Hong Kong Institute of Education, Hong Kong. His research interests include international education policy and practice, intercultural education, teacher education, life history, personal constructs, and ESL/EFL teaching and learning. Peter’s publications include Language and Cultural Immersion: Perspectives on Short-term Study and Residence Abroad (co-edited) and Back to School: Lecturer Attachment Experience (co-edited).
Jill Brown is Senior Lecturer at Monash University, Australia. Her research interests include English to Speakers of Other Languages (ESOL) teacher work and identities, and the school experiences of refugee, migrant and indigenous children. Jill’s previous publications include Voices from the Margins: School Experiences of Indigenous, Refugee & Migrant Children.
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