Identities and beliefs across time and space

A case study of a university student’s second language learning trajectory

Bibliographic Data

ID21458415
AuthorsChit Cheung Matthew Sung (0000-0002-8053-7881, City University of Hong Kong, corresponding author)
Year2021
Volume44
Issue3
Pages265-288
Publication date2021-09-16
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAustralian Review of Applied Linguistics (JOURNAL)
Journal identifiersISSN: 0155-0640 • E-ISSN: 1833-7139
PublisherJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/aral.19004.sun
OpenAlexW3046678943
LanguageEN
Citations received6
References cited50

This paper presents a case study of a Hong Kong university student’s experiences of learning English as a second language (L2) over a four-year period, with particular attention to the changes in her identities and beliefs across time and space. Drawing on a narrative inquiry approach, the study revealed that the student’s L2 identities appeared to be shaped by specific contextual conditions and agentic choices made by the student in response to different contexts, including consultation sessions with native English-speaking tutors, study abroad in the U.S., interactions with non-native English-speaking peers, and classroom interactions. It was also found that her L2 identities and beliefs not only varied over time in a complex and dynamic manner, but also appeared to be closely interconnected and interacted with each other in a reciprocal and bi-directional manner. The case study points to the need to pay more attention to the complex and dynamic interrelationship between identity and belief in L2 learning trajectories

Aesthetics · Linguistics · Narrative · Reciprocal · Second language · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology

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