A Case Study on the Impacts of Social Contexts on a Chinese English as a Foreign Language Learner’s L1 and L2 Identities Development

Abstract

Informed by the poststructuralist theory, this study investigates the case of Ming, a Chinese professor of English, about the impacts of his first language (L1) and second language (L2) learning experience, and the changes of social contexts on his L1 and L2 identities construction. It was found that being a learner of English as a Foreign Language (EFL), Ming’s identities development aligned with the poststructuralist theory, in which it is considered dynamic, fluid and conflicting. Ming negotiated and renegotiated his identities in various social contexts in China and the United States and finally gained acceptance into the L2 academic community. This study not only analyzes Ming’s experience with his language learning and identities, but also unravels that conflicts may be part of the process of identities construction, and encourages learners to be persistent and emotionally resilient, while using certain strategies to retain a stable L1 identity so that they can navigate through the negative encounters during the second language acquisition (SLA) process to sustain the development of their identities and L2 abilities.

Book review: Crossing borders, writing texts, being evaluated: cultural and disciplinary norms in academic writing by Anne Golden, Lars Anders Kulbrandstad and Lawrence Zhang

“…It is important to reduce bias toward junior academic writers who are either EAL speakers or native English speakers ( Xiao and Zhao, 2021b ). We support the creation of a welcoming English-speaking environment where students are motivated to use English academic writing both inside and outside the classroom ( Xiao and Zhao, 2022 ). It is essential to establish a multilingual and multicultural environment that fosters equality and acceptance among students, appreciating linguistic diversity as well as diverse ideas and perspectives ( Xiao and Qiu, 2022 ).…”

“…These technologies enable real-time communication, allowing individuals from different geographical locations to engage in virtual discussions, exchange ideas, and provide feedback on academic writing. This enhances intercultural understanding and promotes a global perspective in academic writing practices (Xiao and Qiu, 2022;Xiao and Zhao, 2022). Furthermore, the influence of new communication technologies on teaching cross-border academic writing should be examined.…”