Linguistic Self-Concept

Phil Benson; Gary Barkhuizen; Peter Bodycott; Jill Brown

doi:10.1057/9781137029423_5

Linguistic Self-Concept

Phil Benson, Gary Barkhuizen, Peter Bodycott, Jill Brown

Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

Abstract

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 language	English
Title of host publication	Second Language Identity in Narratives of Study Abroad
Editors	Gary Barkhuizen, Peter Bodycott, Jill Brown
Place of Publication	New York
Publisher	Palgrave Macmillan
Pages	72-89
Number of pages	17
Edition	1
ISBN (Electronic)	9781137029423
ISBN (Print)	9781349440153
DOIs	https://doi.org/10.1057/9781137029423_5
Publication status	Published - 30 Aug 2013
Externally published	Yes

Publication series

Name	Second Language Identity in Narratives of Study Abroad

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1057/9781137029423_5

Cite this

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title = "Linguistic Self-Concept",

abstract = "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{\textquoteright}s and Sandy{\textquoteright}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{\textquoteright} 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?",

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Linguistic Self-Concept. / Benson, Phil; Barkhuizen, Gary; Bodycott, Peter et al.
Second Language Identity in Narratives of Study Abroad. ed. / Gary Barkhuizen; Peter Bodycott; Jill Brown. 1. ed. New York: Palgrave Macmillan, 2013. p. 72-89 (Second Language Identity in Narratives of Study Abroad).

Research output: A Conference proceeding or a Chapter in Book › Chapter › peer-review

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T1 - Linguistic Self-Concept

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AU - Barkhuizen, Gary

AU - Bodycott, Peter

AU - Brown, Jill

PY - 2013/8/30

Y1 - 2013/8/30

N2 - 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?

AB - 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?

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CY - New York

ER -

Linguistic Self-Concept

Abstract

Publication series

UN SDGs

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