Language, identity, and intercultural engagement: Chinese STEM students abroad
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AbstractRecent study abroad research highlights different developmental trajectories in sojourners’ language identities and intercultural engagement (Jackson, 2015, 2016). This presentation reports on one phase of a mixed-method, longitudinal study that is investigating the language, identity, and intercultural learning of Chinese STEM (science, technology, engineering, and mathematics) students from a Hong Kong university who join a semester-long exchange program in an English-speaking country. Drawing on poststructuralist notions of identity and language socialization construct, the study tracks the development trajectories of the sojourners’ second language identities and academic/social (non)integration in different phases. Data of multiple sources (e.g., semi-structured interviews, questionnaire surveys, application essays, multimodal entries) are analyzed and triangulated. Findings from the pre-sojourn phase will be presented, highlighting the internal and external factors (e.g., sociopragmatic awareness, social network) that appear to influence a sojourn experience. The findings have implications for the sojourn preparation of other student groups from this region and beyond.
All Author(s) ListSun, T.
Name of ConferenceThe 23rd International Conference of the International Association for Intercultural Communication Studies (IAICS 2017)
Start Date of Conference06/06/2017
End Date of Conference08/06/2017
Place of ConferenceMacau
Country/Region of ConferenceChina
LanguagesEnglish-United States
KeywordsLanguage and identity, language socialization, intercultural engagement

Last updated on 2018-18-01 at 18:42