Exploring the Reconstruction of Chinese Learners' National Identities in Their English-Language-Learning Journeys in Britain

Autor/in	Gao, Feng
Titel	Exploring the Reconstruction of Chinese Learners' National Identities in Their English-Language-Learning Journeys in Britain
Quelle	In: Journal of Language, Identity, and Education, 10 (2011) 5, S.287-305 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2011.614543
Schlagwörter	Nationalism; Diaries; Foreign Countries; English (Second Language); Ethnography; Case Studies; Second Language Learning; Asians; Interviews; Observation; Metacognition; Foreign Students; Student Attitudes; Self Concept; Patriotism; Intercultural Communication; Classroom Techniques; Second Language Instruction; Study Abroad; China; Japan; South Korea; Taiwan; United Kingdom + Suchen Sie Ihr Suchwort? Nationalismus; Diary; Tagebuch; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnografie; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Asian; Asiat; Asiatin; Asiaten; Asiate; Interviewing; Interviewtechnik; Beobachtung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Selbstkonzept; Patriotismus; Interkulturelle Kommunikation; Klassenführung; Fremdsprachenunterricht; Studies abroad; Auslandsstudium; Korea; Republik; Großbritannien
Abstract	This article reports on an ethnographic case study that explored how Chinese learners' national identities were displayed and reconstructed through their English language-learning journeys in Britain. Drawing on a variety of sources (ethnographic observations, informal conversations, diaries, and narrative interviews), the analysis focuses on the Chinese learners' raising self-awareness of being Chinese and their attitudes towards Japanese students, South Korean students, and students from Taiwan. This study found that during their English language learning journeys in Britain, the Chinese learners tended to affirm and often displayed their membership with respect to China and Chinese national imagination, which contributed to heightened senses of Chinese national identity and increased patriotism. At the same time, the experience of interacting with Japanese students, South Korean students, and students from Taiwan encouraged the Chinese learners to question and critically reexamine their own attitudes and values related to their national identities. Then, the elements that made up an individual's Chinese national identity were brought under scrutiny and negotiation. Implications for classroom practices are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10