The reflective positioning of Japanese EFL students in the negotiation of their own emergent bilingual identities
Bibliographic Data
| ID | 20506136 |
|---|---|
| Authors | Blake Turnbull (0000-0001-7930-2180, Ōtani University, corresponding author) |
| Year | 2024 |
| Volume | 27 |
| Issue | 7 |
| Pages | 923-935 |
| Publication date | 2024-08-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2024.2307443 |
| OpenAlex | W4391131818 |
| Language | EN |
| Citations received | 2 |
| References cited | 37 |
Although the emergent bilingual status of foreign language (FL) students is often overlooked, that is not to say that students do not, on some level of consciousness, experience changes in their identity as a result of their emergent bilingualism. The continuous process of identity (re)negotiation, that is, the reorganising of one’s subject position in relation to contextualised linguistic and social factors, has a significant impact on FL students. The present study takes a multi-theoretical approach to investigate the factors involved in the negotiation of Japanese EFL students’ emergent bilingual identities through the use of a questionnaire. The results show that the majority of the participants perceived some level of change in their identity, unrelated to any specific determinants. Furthermore, those with longer EFL learning histories, higher proficiency levels, or those majoring in globally-minded studies were more likely to feel they belong to English-speaking (imagined) communities
Linguistics · Mathematics education · Negotiation · Pedagogy · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
Transnationalism, Multilingualism, and Identity
Qualitative Research in Applied Linguistics
Identity and Language Learning
Questionnaires in Second Language Research
Response Style and Cross-Cultural Comparisons of Rating Scales Among East Asian and North American Students
Human Research and Data Collection via the Internet
Locating Identity in Language
The Impact of Anonymity on Responses to Sensitive Questions 1
Imagined Communities, Identity, and English Language Learning
Concepts of Japan, Japanese culture and the Japanese
Clarifying translanguaging and deconstructing named languages
Beyond bilingualism in Japan
Bilingual education in the 21st century
Reframing foreign language learning as bilingual education
Langage et pouvoir symbolique
Multilingualism, Multilingual Identity and Academic Attainment
Imagined Communities and Educational Possibilities
Language experiences, evaluations and emotions (3Es)
Participative multilingual identity construction in the languages classroom
The rise of the Chinese ‘Other’ in Japan's construction of identity
Self‐positioning through beginners' foreign language
Ambivalence and commitment, liberation and challenge
Psychology and the Teacher
Imagined communities
Repackaging national identity
Theorizing Language Teacher Identity
Positioning
Social Identity, Investment, and Language Learning
Self-identity changes and English learning among Chinese undergraduates
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |