International Students' Negotiation of Identities during Transnational Studies in Hong Kong: The Role of Language

Autor/in	Sung, Chit Cheung Matthew
Titel	International Students' Negotiation of Identities during Transnational Studies in Hong Kong: The Role of Language
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 5, S.764-781 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1674635
Schlagwörter	Foreign Students; Native Language; Language Role; Student Characteristics; Study Abroad; Educational Experience; Self Concept; Language Proficiency; Correlation; Personal Autonomy; Foreign Countries; Second Language Learning; Student Attitudes; Language Attitudes; Undergraduate Students; Liberal Arts; English (Second Language); Mandarin Chinese; Indonesian Languages; Sino Tibetan Languages; Vietnamese; Language of Instruction; Writing Skills; Language Usage; Multilingualism; Hong Kong + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Bildungserfahrung; Selbstkonzept; Language skill; Language skills; Sprachkompetenz; Korrelation; Individuelle Autonomie; Ausland; Zweitsprachenerwerb; Schülerverhalten; Sprachverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Indonesisch; Teaching language; Unterrichtssprache; Writing skill; Schreibfertigkeit; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Hongkong
Abstract	This paper investigates the experiences of two international students with different linguistic backgrounds in a university in Hong Kong, with particular attention to the role of language in their identity negotiation during their transnational studies. Based on their contrasting narratives, the study revealed that the two students' identity negotiation experiences appeared to be shaped by their different language competences, which were valued differently in the academic and social contexts within the university. It was found that the degree of (in)compatibility between their language competences and the norms and expectations associated with the academic and social contexts within the university context impacted on their negotiation of fuller forms of participation and their construction of desirable identities. Furthermore, the two students' different language ideologies and their different abilities to exercise agency in mobilising their linguistic capital in exchange for other forms of capital were found to mediate their identity negotiation and transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01