Cover not available
Article published In:
Language learning and interactional experiences in Study Abroad settings
Edited by M. Rafael Salaberry, Kate White and Alfred Rue Burch
[Study Abroad Research in Second Language Acquisition and International Education 4:1] 2019
► pp. 70–95

“Seriously, I came here to study English”

A narrative case study of a Japanese exchange student in Thailand

| The University of Tokyo
While English plays a prominent role in universities across the globe, study abroad research has rarely considered English learning in non-Anglophone countries. This article presents a narrative case study of the experience of a Japanese exchange student in Thailand whose primary purpose for study abroad was to improve his English. Grounded in the notion of Individual Networks of Practice (Zappa-Hollman & Duff, 2015), the qualitative analysis will focus on the participant’s evolving social networks and reported communication practices as mediated through available subject positions and varying degrees of investment. Particularly, findings reveal the dissonance between his investment in native speaker English and the reality of using English as a lingua franca, which decidedly influenced the student’s (non-)participation in certain social groups and practices. Casting fresh light on globalization and language learning, the study offers a unique contribution to the study abroad literature and suggests avenues for further research and education.
Keywords: English as a lingua franca, social networks, individual networks of practice (INoP), Japanese student, Thailand, non-Anglophone country, narrative case study
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1English as a lingua franca and study abroad
    • 2.2Study abroad and social networks
  • 3.Methodology
    • 3.1Context and data collected
    • 3.2Analytical procedure
  • 4.Analysis
    • 4.1Background and rationale for study abroad in Thailand
    • 4.2Shota’s INoP: Investment, subject positions, and communication practices
      • 4.2.1Compatriots
      • 4.2.2Thai classmates
      • 4.2.3Soccer friends
      • 4.2.4American friends
  • 5.Discussion and conclusion
  • Acknowledgements
  • Notes
  • References
Published online: 28 February 2019
DOI logo
https://doi.org/10.1075/sar.17020.kim
References (67)
References
Amelina, M. (2010). Do other languages than English matter?: International career development of highly qualified professionals. In E. Meyer & B. Apfelbaum (Eds.), Multilingualism at work: From policies to practices in public, medical and business settings (pp. 235–252). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Baker, W. (2011). Intercultural awareness: Modeling an understanding of cultures in intercultural communication through English as a lingua franca. Language and Intercultural Communication, 11(3), 197–214. DOI logoGoogle Scholar
(2015). Culture and complexity through English as a lingua franca: Rethinking competences and pedagogy in ELT. Journal of English as a Lingua Franca, 4(1), 9–30. DOI logoGoogle Scholar
(2016). Culture and language in intercultural communication, English as a lingua franca and English language teaching: Points of convergence and conflict. In P. Holmes & F. Dervin (Eds.), The cultural and intercultural dimensions of English as a lingua franca (pp. 70–89). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Baker, W., & Hüttner, J. (2016). English and more: A multisite study of roles and conceptualisations of language in English medium multilingual universities from Europe to Asia. Journal of Multilingual and Multicultural Development, 38(6), 501–516. DOI logoGoogle Scholar
Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research. New York, NY: Routledge. DOI logoGoogle Scholar
Bayyurt, Y., & Akcan, S. (Eds.). (2015). Current perspectives on pedagogy for English as a lingua franca. Berlin: De Gruyter Mouton. DOI logoGoogle Scholar
Bashiruddin, A. (2013). Reflections on translating qualitative research data: Experiences from Pakistan: Reflections on translating qualitative research data. International Journal of Applied Linguistics, 23(3), 357–367. DOI logoGoogle Scholar
Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J. (2012). Study abroad and the development of second language identities. Applied Linguistics Review, 3(1), 173–193. DOI logoGoogle Scholar
Block, D. (2007). Second language identities. London: Bloomsbury Academic.Google Scholar
Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative research. London: Sage.Google Scholar
Churchill, E. (2009). Gender and language learning at home and abroad. JALT Journal, 31(2), 141–158. DOI logoGoogle Scholar
Coleman, J. A. (2013). Researching whole people and whole lives. In C. Kinginger (Ed.), Social and cultural dimensions of language learning in study abroad (pp. 17–44). Amsterdam: John Benjamins.Google Scholar
Coleman, J. (2015). Social circles during residence abroad: What students do, and who with. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (pp. 33–52). Paris: EuroSLA Monographs Series.Google Scholar
Cook, H. (2006). Joint construction of folk beliefs by JFL learners and Japanese host families. In M. A. DuFon & E. Churchill (Eds.), Language learners in study abroad contexts (pp. 120–150). Clevedon: Multilingual Matters. DOI logoGoogle Scholar
Cots, J. M., Garrett, P., & Lasagabaster, D. (2016). Studying in a ‘multilingual university’ at home or abroad: Perspectives of home and international students in the Basque Country, Catalonia and Wales. Study Abroad Research in Second Language Acquisition and International Education, 1(2), 129–153. DOI logoGoogle Scholar
Crystal, D. (2008). Two thousand million? English Today 24(1), 3–6. DOI logoGoogle Scholar
Dervin, F. (2013). Politics of identification in the use of lingua francas in student mobility to Finland and France. In C. Kinginger (Ed.), Social and cultural aspects of language learning in study abroad (pp. 101–126) Amsterdam: John Benjamins. DOI logoGoogle Scholar
DeWalt, K. M., & DeWalt, B. (2011). Participant observation: A guide for fieldworkers. Lanham, Maryland: AltaMira Press.Google Scholar
Dewey, M. (2012). Towards a post-normative approach: Learning the pedagogy of ELF. Journal of English as a Lingua Franca, 1(1), 141–170. DOI logoGoogle Scholar
Dewey, D. P., Bown, J., & Eggett, D. (2012). Japanese language proficiency, social networking, and language use during study abroad: Learners’ perspectives. Canadian Modern Language Review, 68(2), 111–137. DOI logoGoogle Scholar
Dewey, D. P., Ring, S., Gardner, D., & Belnap, R. K. (2013). Social network formation and development during study abroad in the Middle East. System, 41(2), 269–282. DOI logoGoogle Scholar
DuFon, M. A. (2006). The socialization of taste during study abroad in Indonesia. In M. A. DuFon & E. Churchill (Eds.), Language learners in study abroad contexts (pp. 91–119). Clevedon: Multilingual Matters. DOI logoGoogle Scholar
Freed, B. F. (1995). Second language acquisition in a study abroad context. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Gautier, R., & Chevrot, J. P. (2015). Social networks and acquisition of sociolinguistic variation in a study abroad context: A preliminary study. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (pp. 169–184). Paris: EuroSLA Monographs Series.Google Scholar
Graddol, D. (2006). English next. London: British Council.Google Scholar
Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385–387. DOI logoGoogle Scholar
Holmes, P., & Dervin, F. (2016). Introduction – English as a lingua franca and interculturality: Beyond orthodoxies. In P. Holmes & F. Dervin (Eds.), The cultural and intercultural dimensions of English as a lingua franca (pp. 1–30). Bristol: Multilingual Matters. DOI logoGoogle Scholar
Huebner, T. (1995). The effects of overseas programs: Report on a case study of an intensive Japanese program. In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 171–193). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Isabelli-García. (2006). Study abroad social networks, motivation and attitudes: implications for second language acquisition. In E. Churchill & M. DuFon (Eds.), Language learners in study abroad contexts (pp. 231–258). Clevedon: Multilingual Matters. DOI logoGoogle Scholar
Jenkins, J. (2000). The phonology of English as an international language: New models, new norms, new goals. Oxford: Oxford University Press.Google Scholar
(2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.Google Scholar
(2012). English as a lingua franca from the classroom to the classroom. ELT Journal, 66(4), 486–494. DOI logoGoogle Scholar
(2014). English as a lingua franca in the International University: The politics of academic English language policy. London: Routledge.Google Scholar
(2015). Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, 2(3), 49–85. DOI logoGoogle Scholar
Jenkins, J., Baker, W., & Dewey, M. (Eds.) (2017). The Routledge handbook of English as a lingua franca. London: Routledge. DOI logoGoogle Scholar
Jenkins, J., Cogo, A., & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44(3), 281–315. DOI logoGoogle Scholar
Kalocsai, K. (2014). Communities of practice and English as a lingua franca: A study of students in a central European context. Berlin: Walter de Gruyter.Google Scholar
Kimura, D. (2017). Changing orientations to English during English-medium study abroad in Thailand. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education. Tokyo: JALT.Google Scholar
Kimura, D. & Canagarajah, S. (2017). Translingual practice and ELF. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge handbook of English as a lingua franca (pp. 295–380). London: Routledge. DOI logoGoogle Scholar
Kinginger, C. (2004). Alice doesn’t live here anymore: Foreign language learning and identity reconstruction. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identities in multilingual contexts (pp. 219–242). Clevedon: Multilingual Matters. DOI logoGoogle Scholar
(2008). Language learning in study abroad: Case studies of Americans in France. The Modern Language Journal, 92 Monograph Series. DOI logoGoogle Scholar
(2009). Language learning and study abroad: A critical reading of research. Houndmills: Palgrave. DOI logoGoogle Scholar
(2011). Enhancing language learning in study abroad. Annual Review of Applied Linguistics, 311, 58–73. DOI logoGoogle Scholar
Kinginger, C., Lee, S. H., Wu, Q., & Tan, D. (2016). Contextualized language practices as sites for learning: Mealtime talk in short-term Chinese homestays. Applied Linguistics, 37(5), 716–740. DOI logoGoogle Scholar
Kinginger, C., Wu, Q., Lee, S. H., & Tan, D. (2016). The short-term homestay as a context for language learning: Three case studies of high school students and host families. Study Abroad Research in Second Language Acquisition and International Education, 1(1), 34–60. DOI logoGoogle Scholar
Kubota, R. (2015). “Language is only a tool:” Japanese expatriates working in China and implications for language teaching. In K. Murata (Ed.), Exploring ELF in Japanese academic and business contexts: Conceptualisation, research and pedagogic implications (pp. 156–179). London: Routledge.Google Scholar
(2016). The social imaginary of study abroad: complexities and contradictions. The Language Learning Journal, 44(3), 347–357. DOI logoGoogle Scholar
Llanes, À. (2011). The many faces of study abroad: an update on the research on L2 gains emerged during a study abroad experience. International Journal of Multilingualism, 8(3), 189–215. DOI logoGoogle Scholar
Llanes, À., Arnó, E., & Mancho-Barés, G. (2016). Erasmus students using English as a lingua franca: does study abroad in a non-English-speaking country improve L2 English? The Language Learning Journal, 44(3), 292–303. DOI logoGoogle Scholar
Milroy, L. (1987). Language and social networks (2nd ed.). Oxford: Blackwell.Google Scholar
Mitchell, R., Tracy-Ventura, N., & McManus, K. (2017). Anglophone students abroad: Identity, social relationships, and language learning. London: Routledge. DOI logoGoogle Scholar
OECD. (2014). Indicator C4: Who studies abroad and where? Education at a glance 2014. Paris: Organisation for Economic Cooperation and Development.Google Scholar
Phan, L. H. (2009). English as an international language: international student and identity formation. Language and Intercultural Communication, 9(3), 201–214. DOI logoGoogle Scholar
Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5–23. DOI logoGoogle Scholar
Richards, K. (2003). Qualitative inquiry in TESOL. London: Palgrave Macmillan. DOI logoGoogle Scholar
Riessman, C. K. (2007). Narrative methods for the human sciences (1st ed.). Los Angeles: Sage.Google Scholar
Schieffelin, B. B., & Ochs, E. (1986). Language socialization across cultures. Cambridge: Cambridge University Press.Google Scholar
Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133–158. DOI logoGoogle Scholar
(2011). Understanding English as a lingua franca. Oxford: Oxford University Press.Google Scholar
Smit, U. (2010). English as a lingua franca in higher education: A longitudinal study of classroom discourse. Berlin: Mouton De Gruyter. DOI logoGoogle Scholar
Spradley, J. (1979). The ethnographic interview. New York, NY: Harcourt, Brace, Jovanovich.Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Wilkinson, S. (2002). The omnipresent classroom during summer study abroad: American students in conversation with their French hosts. The Modern Language Journal, 86(2), 157–173. DOI logoGoogle Scholar
Zappa-Hollman, S. (2007). The academic literacy socialization of Mexican exchange students at a Canadian university. Unpublished doctoral dissertation, University of British Columbia.Google Scholar
Zappa-Hollman, S., & Duff, P. A. (2015). Academic English socialization through individual networks of practice. TESOL Quarterly, 49(2), 333–368. DOI logoGoogle Scholar
Cited by (3)

Cited by three other publications

Ishige, Aika
2024. Inspired by Asian migrants: An adult English learner's imagined communities and study abroad trajectory. Linguistics and Education 83 ► pp. 101321 ff. DOI logo
Mitchell, Rosamond
2023. Chapter 14. Researching study abroad. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 345 ff. DOI logo
Shively, Rachel L.
2023. Chapter 3. Qualitative approaches in L2 research abroad. In Methods in Study Abroad Research [Research Methods in Applied Linguistics, 4], ► pp. 59 ff. DOI logo

This list is based on CrossRef data as of 16 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.