Session Information
99 ERC SES 08 B, Education in an Age of Uncertainty
Paper Session
Contribution
This study aims to explore the dynamics of academic identity negotiation and (re)construction among Chinese students in the UK and the factors that affected the identity negotiation and (re)construction during this process. The pandemic era introduces additional complexities and challenges, making this research particularly timely and relevant. As globalisation forges ahead, an increasing number of Chinese students choose to study abroad, with those in the UK representing a significant proportion. In this context, comprehending how these students navigate and reshape their academic identities amidst the unique challenges of the pandemic and post-pandemic periods becomes crucial.
While there are previous studies related to identity negotiation and (re)construction of Chinese international students abroad, it often narrowly focused on doctoral students, thus overlooking the substantial cohort of master’s students. Furthermore, much of the existing literature presented fragmented insights and lacks a comprehensive, longitudinal perspective on the students’ identity development trajectory.
Drawing from post-structuralist stance of identity and incorporating theories of agency along with Norton’s notion of investment, this study analysed how Chinese students dynamically negotiated and (re)constructed their identities during their studies in the UK, especially under the extraordinary circumstances brought about by the pandemic. The post-structuralist perspective on identity acknowledges its dynamic, fluid, and sometimes contradictory nature. The theoretical framework of agency and investment is suitable for analysing students’ identity in my study as it emphasises the active role students play in their language learning and identity formation. Agency highlights learners’ intentional actions to shape their learning experiences and identity, emphasising the dynamic and proactive nature of identity construction. Investment, on the other hand, links learners' commitment to language learning with their identity and social context, showing how learners invest in their language skills as part of their identity and social membership. This framework is applicable to my study as it can provide insights into how Chinese students studying abroad actively engage in and shape their academic and social experiences, negotiating and constructing their identities in a new linguistic and cultural environment.
The study's significance is manifold: it aims not only to facilitate Chinese students’ adaptation to new academic environments in these unprecedented times but also to equip educators and policymakers with a profound understanding of the students' academic identity (re)construction and negotiation processes. This, in turn, will improve the support systems available to these students during and after the pandemic.
Method
The methodology of this study was meticulously designed to ensure a robust and comprehensive understanding of the participants' experiences. Lasted for approximately six months, the research was conducted at a prestigious Russell Group university. The study recruited a diverse group of 11 participants from different academic programmes, thereby ensuring a rich variety of perspectives and experiences. At the heart of this research was the mini-ethnographic approach, a qualitative method particularly well-suited for in-depth and nuanced exploration of social phenomena within their natural context. The data collection was multifaceted, incorporating semi-structured interviews, audio diaries, and informal conversations. These methods were carefully chosen to facilitate a deeper engagement with the participants, allowing for a more comprehensive understanding of their lived experiences and the meanings they attach to them. An essential aspect of the methodology was the linguistic approach. All interactions with the participants were conducted in Mandarin, ensuring comfort and authenticity in their responses. This choice was crucial, as it allowed participants to express themselves in their native language, providing richer and more nuanced data. Following the interactions, permission was obtained from the participants to record these interactions, ensuring ethical transparency and respect for their privacy. The subsequent phase involved meticulous transcription of the interactions. A bilingual approach was adopted in the analysis phase, where specific parts of the transcriptions were translated into English. This practice was not only essential for the broader accessibility of the research findings but also ensured that the nuances and subtleties of the original Mandarin discourse were preserved and accurately represented in the analysis. The analytical process was conducted using NVivo to facilitate a rigorous thematic analysis, allowing for a systematic and comprehensive exploration of the data.
Expected Outcomes
This study uncovered the intricate narrative of the academic identity evolution among second language (L2) learners during the pandemic. Initially, participants actively crafted an academic identity, aspiring to the image of L2 learners who preferred characteristics associated with native speakers. Over time, however, pragmatic use became their priority consideration. A significant shift occurred in their perception of English. Learners moved away from an ideology centered on adhering to native English standards. Instead, they began to appreciate English as a lingua franca, recognising its role in fostering global communication. This shift marked a broader, more inclusive understanding of language use, extending beyond traditional native norms. Conscious learners employed various strategies to enhance their English proficiency, leveraging existing cultural capital or digital tools to facilitate learning. Conversely, others improved their English unconsciously, employing diverse strategies. Some participants unintentionally enhanced their language skills through social capital investments like friendships or through everyday interactions. While most participants reported improving their English, consciously or not, they also noted disparities in their progress, such as differences between everyday and academic English proficiency or uneven development in specific academic language areas. Meanwhile, parental influence proved pivotal throughout learners' educational journeys. Parents played a crucial role not only in initial decisions to study abroad but also in shaping students' post-graduation aspirations and plans, highlighting the profound impact of family expectations and support in navigating foreign academic environments. Moreover, the findings suggested a shift in identity and cognitive adaptation, reflecting a deeper integration of the second language identity. This shift involves not only language acquisition but also a profound reinterpretation of learners' understanding of language, academia, and their broader personal identities.
References
Binah-Pollak, A., & Yuan, S. (2022). Negotiating identity by transnational Chinese students during COVID-19. China Information, 0(0), 0920203X211065013. https://doi.org/10.1177/0920203x211065013 Blackledge, A., & Pavlenko, A. (2001). Negotiation of identities in multilingual contexts. International Journal of Bilingualism, 5(3), 243-257. https://doi.org/10.1177/13670069010050030101 Copland, F., & Creese, A. (2015). Linguistic Ethnography: Collecting, Analysing and Presenting Data. In. SAGE Publications Ltd. https://doi.org/10.4135/9781473910607 Creese, A. (2015). Linguistic Ethnography: Collecting, Analysing and Presenting Data. In. SAGE Publications Ltd. https://doi.org/10.4135/9781473910607 Darvin, R., & Norton, B. (2015). Identity and a Model of Investment in Applied Linguistics. Annual Review of Applied Linguistics, 35, 36-56. https://doi.org/10.1017/S0267190514000191 Darvin, R., & Norton, B. (2021). Investment and motivation in language learning: What's the difference? Language Teaching, 56(1), 29-40. https://doi.org/10.1017/S0261444821000057 Jin, R., & Wang, X. (2022). “Somewhere I belong?” A study on transnational identity shifts caused by “double stigmatization” among Chinese international student returnees during COVID-19 through the lens of mindsponge mechanism. Frontiers in Psychology, 13, 1018843. Jung, J. (2021). Learning experience and academic identity building by master's students in Hong Kong. Studies in Higher Education, 46(4), 782-795. https://doi.org/10.1080/03075079.2019.1652811 Li, B., Jiang, W., & Chakma, U. (2023, 2023/05/19). Negotiating identities in western academia: an autoethnographic study of international doctoral students in Australia. Higher Education Research & Development, 42(4), 888-902. https://doi.org/10.1080/07294360.2022.2082388 Özdil, B. M., & Kunt, N. (2023). Do Bi/Multilingual Learners Play by the Rules of the Game? A Postmodern Approach to L1/L2 Use and Learner Investment. Journal of Language, Identity & Education, 1-14. https://doi.org/10.1080/15348458.2023.2180372 Tran, L. T., & Vu, T. T. P. (2018). 'Agency in mobility': towards a conceptualisation of international student agency in transnational mobility. Educational review (Birmingham), 70(2), 167-187. https://doi.org/10.1080/00131911.2017.1293615 Vaughn, M. (2020). What is student agency and why is it needed now more than ever? Theory into practice, 59(2), 109-118. https://doi.org/10.1080/00405841.2019.1702393 Walshaw, M. (2013). Post-Structuralism and Ethical Practical Action: Issues of Identity and Power. Journal for research in mathematics education, 44(1), 100-118. https://doi.org/10.5951/jresematheduc.44.1.0100
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.