Language, Identity and Study Abroad: Sociocultural Perspectives

by Jane Jackson

Overview

A growing number of foreign language students are taking part in study and residence abroad programs, but what actually happens when they cross cultures in an unfamiliar land? What effect can a sojourn have on their sense of self and their perceptions of the target language and culture? What factors affect their willingness to use the target language in social settings? This book is based on the premise that student sojourners and educators can benefit from a deeper understanding of the language, identity, and cultural factors that impact on the development of intercultural communicative competence and intercultural personhood, a new, alternative identity that is broader, more inclusive, more intercultural - something that will always contain the old and the new side by side to form 'a third kind' - a kind that allows more openness and acceptance of differences in people (Kim, 2001: 232-3). Linking contemporary sociocultural/ identity theories with practice, the relationship between language and cultural learning and identity reconstruction are examined through an ethnographic exploration of the actual experiences of study abroad participants. The book provides a unique, interdisciplinary perspective, addressing issues of importance to professionals in second language acquisition, sociolinguistics, cross-cultural psychology, speech communication, and intercultural communication.

Product Details

ISBN-13:	9781845531423
Publisher:	Equinox Publishing
Publication date:	11/12/2008
Series:	Studies In Applied Linguistics Series
Pages:	256
Product dimensions:	6.30(w) x 9.20(h) x 0.60(d)

Table of Contents

Acknowledgments ix

1 Introduction 1

1.1 Overview of the book 2

1.2 Research on study abroad (SA) 3

1.3 Aims of the book 10

1.4 Outline of content 12

2 Vygotskian, Bakhtinian, and Bourdieusian Perspectives 14

2.1 Vygotskian and Bakhtinian contributions 15

2.2 Bourdieusian contributions 22

2.3 Implications for ethnographic investigations of L2 sojourners 29

3 Contemporary poststructuralist notions of language, culture, and identity 31

3.1 Language, identity, and culture 31

3.2 Communities of practice and situated L2 learning 40

3.3 The identity negotiation theory (INT): an integrative perspective 49

3.4 Implications for ethnographic investigations of L2 sojourners 56

4 Research site and methodological framework 57

4.1 The Special English Stream (SES) 57

4.2 The project 58

4.3 The illustrative case studies 69

5 Ada's journey 72

5.1 Pre-sojourn 72

5.2 The sojourn 82

5.3 Post-sojourn 98

5.4 Ada's journey in review 100

6 Cori's journey 102

6.1 Pre-sojourn 102

6.2 The sojourn 112

6.3 Post-sojourn 128

6.4 Cori's journey in review 131

7 Elsa's journey 133

7.1 Pre-sojourn 133

7.2 The sojourn 146

7.3 Post-sojourn 168

7.4 Elsa's journey in review 170

8 Niki's journey 172

8.1 Pre-sojourn 172

8.2 The sojourn 183

8.3 Post-sojourn 193

8.4 Niki's journey in review 196

9 Dialectical, situated L2 learning 198

9.1 Pre-sojourn 199

9.2 The sojourn 205

9.3 Post-sojourn 214

9.4 The situated learning of L2 sojourners in review 218

10 Towards a critical praxis in study abroad 220

10.1 Pre-sojourn 222

10.2 The sojourn 232

10.3 Post-sojourn 239

10.4 Implications for other border crossers 240

10.5 Suggestions forfuture studies 240

10.6 A final word 241

References 243

Index 258