Abstract
An international experience usually influences language learners’ identity through social participation. This qualitative study examines a group of British students’ identity change in China. We conducted individual interviews and group discussions with eight participants. The analysis revealed that despite an outset perception of “otherness,” some students sought excitement and new experiences while others strengthened national identities. Students whose identity shifted toward the “open-ended” took pride in their Chinese proficiency development and made use of “otherness” to build close and meaningful relationships. Students whose identity shifted toward a “self–other” orientation did not seek cultural experiences. These findings will inform international students and education providers to make the most use of study-abroad opportunities and experiences to learn the culture and language of the host country.
Original language | English |
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Pages (from-to) | 30-45 |
Number of pages | 16 |
Journal | International Journal of Applied Linguistics |
Volume | 34 |
Issue number | 1 |
DOIs | |
Publication status | Published - Feb 2024 |
Externally published | Yes |
Keywords
- British students
- Chinese (Mandarin)
- identity development
- language development
- social participation
- study abroad
- 身份发展;语言发展;留学;汉语(普通话);英国学生;社会参与