Indonesian Students’ Negotiation of Identities through Language Use in England
Keywords:Agency, identity negotiation, investment, language use, study abroad
Study abroad (SA) is a daunting process in which students who encounter cross-border face a whole new world. They go through positioning and being positioned by others. There is an on-going salient power asymmetry in their language use, which affects their desire to speak up and participate in the new community. This study aimed to scrutinize the ways Indonesian students negotiated their identities through their language use. Using open-ended questionnaires (OEQ)and semi-structured interviews, this study focused on 7 participants who were in the midst of the master’s degree program in England. The results indicated that the participants experienced the identities negotiation multifacetedly. Participants who exercised their agency and invested in their language use challenged the positioning attached to them. As a result, they constructed new identities and gained central participation in the local community. Meanwhile, participants who could not resist the power asymmetry withdrew and formed a more solid community with other international students. Lastly, some participants were also found to maintain their emotional security by not making any contact through their language use. Participants who resisted any contacts but with fellow home students interestingly developed an increased nationalism. Therefore, this article calls for the teachers’ attention and how to devise the English Language Teaching classroom better and program providers’ of how to provide the support for the SA students best.
Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. Nursing plus open. 2 8-16 https://doi.org/10.1016/j.npls.2016.01.001
Bourdieu, P. (1991). Language and symbolic power. Cambridge: Polity Press.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. London: Routledge/ Falmer. https://doi.org/10.4324/9780203029053
Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods approaches. Los Angeles, Sage Publication.
Darvin, R. (2019). L2 Motivation and Investment. in Lamb, M. The Palgrave Handbook of Motivation for Language Learning. https://doi.org/10.1007/978-3-030-28380-3_12
Darvin, R., & Norton, B. (2015). Identity and a Model of Investment in Applied Linguistics. Annual Review Of Applied Linguistics, https://doi.org/10.1017/S0267190514000191
Dolby, N. (2007). Reflections on nation: American undergraduates and education abroad. Journal of Studies in International Education, 11(2), 141-156. https://doi.org/10.1177/1028315306291944
Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13, 313-321. https://doi.org/10.1080/07399339209516006
Duff, P. (2002). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics 23, 289-322. https://doi.org/10.1093/applin/23.3.289
Gallucci, S. (2011). Language learning, identities and emotions during the year abroad. University of Birmingham.
Heller, M. (1992). The Politics of Code Switching and Language Choice. Journal of Multilingual and Multicultural Development, 12 (1&2), 123-142https://doi.org/10.1080/01434632.1992.9994487
Holliday, A. R. (2015a). Multiple discourses in developing intercultural awareness: everyday small threads culture formation on the run. Paper presented at the British Association of Applied Linguistics Annual Conference, Aston University
Jackson, J. (2008). Language, identity and study abroad. London: Equinox.
Lave, J. & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Mardingingrum, A. (2017). EFL Teachers’ Linguistics Self-Concept in a Study Abroad (SA) program. Journal of Foreign Language Teaching and Training 2(2) 27-37
Norton Pierce, B. (1995). "Social identity, investment and language learning". TESOL Quarterly. Vol. 29, 9-31. https://doi.org/10.2307/3587803
Norton Pierce, B. (2000). Identity and Language Learning. Gender, Ethnicity and Educational Change. Harlow: Pearson Ed. Ltd.
Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446. https://doi.org/10.1017/S0261444811000309
Norton, B., & De Costa, P. (2017). Research tasks on identity in language learning and teaching. Language Teaching, 51(1), 90-112. https://doi.org/10.1017/S0261444817000325
Kramsch, C. (2013). Cultura no ensino de língua estrangeira* / Culture in Foreign Language Teaching. Bakhtiniana, 12(3), 134-152. https://doi.org/10.1590/2176-457333606
Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France. Modern Language Journal Monograph, 1. Oxford: Blackwell. https://doi.org/10.1111/j.1540-4781.2008.00821.x
Kinginger, C. (2013). Identity and Language Learning in Study Abroad. Foreign Language Annals, 46(3), pp.339-358. https://doi.org/10.1111/flan.12037
Pavlenko, A. & Blackledge, A. (eds.) (2004). Negotiation of identities in multilingual contexts. Clevedon: Multilingual Matters. https://doi.org/10.21832/9781853596483
Pavlenko, A. (2011). Thinking and Speaking in Two Languages. Bristol: Multilingual Matters. https://doi.org/10.21832/9781847693389
Pellegrino Aveni, V. (2005). Study abroad and second language use: Constructing the self. New York: Cambridge University Press.https://doi.org/10.1017/CBO9780511620584
Ryan, K. (2012). Identity and investment: Issues in an adult education classroom. University of British Columbia, Vancouver.
Sabaruddin, S. (2019). English Language Learning of Indonesian Students during Study Abroad Program in Australia. Indonesian TESOL Journal, 1(1), 27-40. doi:https://doi.org/10.24256/itj.v1i1.543
Savicki, V., & Cooley, E. (2011). American identity in study abroad students: Contrasts and changes. Journal of College Student Development, 52, 339–349. https://doi.org/10.1353/csd.2011.0035
Vasilopoulos, G. (2015). Language Learner Investment and Identity Negotiation in the Korean EFL Context. Journal of Language, Identity & Education, 14(2), pp.61-79. https://doi.org/10.1080/15348458.2015.1019783
Wallace, C. (2003). Critical reading in language education. Basingstoke, UK: Palgrave Macmillan. https://doi.org/10.1057/9780230514447
Yin, R. K. (2012). Applications of case study research (5th ed.). Thousand Oaks, CA: Sage.
How to Cite
Copyright (c) 2020 International Journal of Language Teaching and Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Authors submitting a manuscript do so on the understanding that if accepted for publication, copyright of the article shall be assigned to International Journal of Language Teaching and Education (IJoLTe) and Magister Program of English Education Department, Universitas Jambi as publisher of the journal. Copyright encompasses rights to reproduce and deliver the article in all form and media, including reprints, photographs, microfilms, and any other similar reproductions, as well as translations.
IJoLTe keep the rights to articles that have been published. And, the authors are permitted to disseminate published article by sharing the link of IJoLTe' website. Authors are allowed to use their works for any purposes deemed necessary without written permission from IJoLTe with an acknowledgement of initial publication in this journal.
IJoLTe and Magister Program of English Education Department, Universitas Jambi, and the Editors make every effort to ensure that no wrong or misleading data, opinions or statements be published in the journal. In any way, the contents of the articles and advertisements published in IJoLTe are the sole and responsibility of their respective authors and advertisers.
If the article was jointly prepared by more than one author, any authors who submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. IJoLTe will not be held liable for anything that may arise due to the author(s) internal dispute. IJoLTe will only communicate with the corresponding author.
By submitting the article/manuscript to this journal, the authors agree with this policy and consciously agree that IJoLTe does not provide royalties or other fees to the authors for their published articles. By agreeing this policy, IJoLTe ensures that published articles are publicly accessible and will be free of charge for the readers. No specific document sign-off is required.
Users of this website will be licensed to use materials from this website following the Creative Commons Attribution 4.0 International License. Please use the materials accordingly
You are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.