The L2 Self and Identity: Exploring What Spanish as a Foreign Language Means for Former Mixed-Major Study Abroad Sojourners

Autor/inn/en	Machin, Elizabeth; Tragant, Elsa
Titel	The L2 Self and Identity: Exploring What Spanish as a Foreign Language Means for Former Mixed-Major Study Abroad Sojourners
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 34 (2022) 2, S.133-160 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Machin, Elizabeth) ORCID (Tragant, Elsa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
DOI	10.36366/frontiers.v34i2.492
Schlagwörter	Self Concept; Spanish; Second Language Learning; Second Language Instruction; Study Abroad; Language Attitudes; Learning Motivation; Oral Language; Personal Narratives; Transformative Learning; Foreign Countries; Foreign Students; Graduate Students; Undergraduate Students; Student Attitudes; Educational Experience; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Selbstkonzept; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Studies abroad; Auslandsstudium; Sprachverhalten; Motivation for studies; Lernmotivation; Oral interpretation; Mündlicher Sprachgebrauch; Erlebniserzählung; Pädagogische Transformation; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Bildungserfahrung
Abstract	The present study seeks to offer insights into how former study abroad students, temporally beyond the period of initial re-entry into their home environments, perceive Spanish as a foreign language in their lives now. This post-sojourn period is explored within the framework of the L2 Motivational Self System (Dörnyei, 2009) and the expanded model of investment (Darvin & Norton, 2015). Written and oral narratives were collected from a sample of ten former mixed-major sojourners, who had studied abroad between 11-40 months earlier in Spain. They were now living and working elsewhere. The narratives were analyzed adopting a thematic analysis method (Braun & Clarke, 2006, 2013), for patterns across the dataset. Findings showed four dominant themes: (1) identity echoes; (2) a pivotal experience; (3) sustaining or not sustaining; and (4) enduring value. In the interests of economy, we focused on the words of five participants. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01