Linguistic Self-Concept

Phil Benson, Gary Barkhuizen, Peter Bodycott, Jill Brown

Research output: A Conference proceeding or a Chapter in BookChapterpeer-review


Linguistic self-concept is the second dimension of our model of second language identity development, and we begin this chapter with two narratives that illustrate such developments. Both students visited Australia. Angelina is an undergraduate English Communication student at a university in Hong Kong. She spent a semester abroad on an exchange programme. Sandy is an Early Childhood Education student who spent five weeks on an immersion programme at a university in Australia. As you read Angelina’s and Sandy’s narratives below, consider the following questions:
- What are their affiliations with the languages they know?
- What are their beliefs about learning and using English as their second language?
- What do they say about the emotional aspects of their experiences of using English in Australia, especially their self-confidence?
- What do they think about others’ perceptions of them as English users?
- How do they perceive themselves as English learners and users?
- How do their affiliations, attitudes, emotions and perceptions change as a result of their study abroad experience?
Original languageEnglish
Title of host publicationSecond Language Identity in Narratives of Study Abroad
EditorsGary Barkhuizen, Peter Bodycott, Jill Brown
Place of PublicationNew York
PublisherPalgrave Macmillan
Number of pages17
ISBN (Electronic)9781137029423
ISBN (Print)9781349440153
Publication statusPublished - 30 Aug 2013
Externally publishedYes

Publication series

NameSecond Language Identity in Narratives of Study Abroad


Dive into the research topics of 'Linguistic Self-Concept'. Together they form a unique fingerprint.

Cite this