Exploring language identities in English as a lingua franca communication: Experiences of bilingual university students in Hong Kong

Exploring language identities in English as a lingua franca communication: Experiences of bilingual university students in Hong Kong

• Sung, Chit Cheung Matthew City University of Hong Kong

International Journal of Bilingual Education & Bilingualism, 23(2), 184-197, 2020

Routledge

2020

• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換

English as a Lingua Franca Language Identity Language Ideology Native Speaker

• Hong Kong

• 1997.7 onwards

• 專上教育

This paper reports on a qualitative inquiry into language identities in English as a lingua franca (ELF) communication from the perspectives of a group of Chinese-English bilingual students at a Hong Kong university. Using eighteen university students' narratives of their lived experiences in ELF communication, the study revealed that the students oriented to multiple language identities closely associated with their self-perceived proficiency of English in their communication experiences. It was found that they acknowledged the co-existence of their dual identities as language users and language learners in ELF communication and made reference to their language expertise by way of explicit orientations to their self-ascribed identity as English majors. Furthermore, the students constructed and negotiated their language identities differently in relation to their interlocutors who were defined in terms of the native/non-native dichotomy. Taken together, the findings point to the multiple and variable nature of language identities that are implicated in ELF communication experiences and demonstrate the role of language ideologies in mediating language identities in ELF contexts. The paper also calls for more nuanced understandings of bilingual individuals' own – or emic – perspectives on their language identities in ELF communication. Copyright ©Routledge.

• 英文

期刊論文

• 13670050

• 10.1080/13670050.2017.1347138

https://bibliography.lib.eduhk.hk/tc/bibs/f97b0f77

2021-04-13