I Told Them I Want to Speak Chinese!” The Struggle of UK Students to Negotiate Language Identities While Studying Chinese in China
Bibliographic Data
| ID | 8404276 |
|---|---|
| Authors | Tinghe Jin (0000-0003-3109-222X, Durham University, corresponding author), John P O’regan (0000-0002-1335-820X, Faculty (United Kingdom)) |
| Year | 2024 |
| Volume | 72 |
| Issue | 4 |
| Pages | 501-528 |
| Publication date | 2024-07-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00071005.2024.2309608 |
| OpenAlex | W4392285167 |
| Language | EN |
| Citations received | 3 |
| References cited | 42 |
This article leverages interview data from students of Chinese who enrolled at a UK university but pursued a period of study abroad in China, aiming to delve into their negotiation of language identities during their overseas experience.By employing Block's structural model in our discourse analysis, this research reveals the dynamic interplay between agency and structure, shedding light on the intricate process of language learning and identity formation.The findings underscore that structural contexts are integral to shaping students' agency, highlighting specific structural spheres that pose challenges to their development of Chinese language and multilingual identities.These spheres encompass the linguistic and cultural dominance of English as well as Chinese hospitality practices.Rooted in their habitus, participants' preconceived notions of the Chinese language and cultural aspects influence their journey, yielding either positive or negative impacts.Furthermore, participants' backgrounds and prior language learning experiences significantly contribute to their identity development.In advocating for a comprehensive approach, this study emphasises the integration of both agency and structural contexts as necessary to fully comprehend the intricate process of identity development
China · Chinese language · Linguistics · Media studies · Negotiation · Political science · Social science · Sociology · EFL/ESL Teaching and Learning · Gender Studies · Law · Multilingual Education and Policy · Second Language Learning and Teaching
Visualising the Fluidity of Multilingual and Intercultural Identities of Australian University Students Studying Abroad in China
A multilayered positioning framework of investment for identity construction and language learning
Exploring transformative intercultural engagement in Australian higher education
Second Language Identity in Narratives of Study Abroad
Identity and Language Learning
Anglophone Students Abroad
Study Abroad and Second Language Use
Global English and Political Economy
TheAcquisition of Sociolinguistic Competence in a Study Abroad Context
Multiple Discourses, Multiple Identities
The social imaginary of study abroad
L2 Motivation and Multilingual Identities
Study abroad and the development of second language identities
The multilingual turn
The Possibility of Naturalism
Orientalism and occidentalism
A guide to interculturality for international and exchange students
Investments and Identities across Contexts
Participative multilingual identity construction in the languages classroom
The language affiliations of mobile students in the international university
How university students of Mandarin Chinese experience ‘Chinese culture’
The context of study abroad
Moving beyond ‘intercultural competence’
Scale making in intercultural communication
Language, culture and curriculum
American College Students Studying Abroad in China
Using thematic analysis in psychology
Practice Theory in Language Learning
Hostipitality
The global space of international students in 2010
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |