“I’m like kentang”: Bilingual Indonesians construction of identity in the era of transnationalism

Helnywati,; Manara, Christine

doi:10.25170/ijelt.v14i2.1444

Cited by 2 publications

(4 citation statements)

References 7 publications

(8 reference statements)

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“…Darvin and Norton further stated that an individual's identity is not static, but temporally and spatially reconstructed. Helnywati and Manara (2019) showed that transnational sojourners in their study embraced potentially new identity formation, although they identified themselves as belonging to both their host and their home countries. Other studies have demonstrated that the desire to form a new and more desired identity is an influencing factor in language investment.…”

Section: Investment Of Transnational Sojournersmentioning

confidence: 95%

“…The term "transnational sojourners" refers to people who leave their country to stay temporarily in another country (see Chao & Ma, 2019;English et al, 2021;Helnywati & Manara, 2019;Tran & Nguyen, 2016). Due to their short-term residence in a host country, transnational sojourner families strive to develop a sense of belonging in the host Zoom.…”

Section: Introductionmentioning

confidence: 99%

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Parents’ mediation and a child’s agency: A transnational sojourner family’s online and offline language socialization

Sari¹

2022

Indonesian J. Appl. Linguist.

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Parents of transnational sojourner families, who stay temporarily in a country other than their own, navigate across online and offline spaces to mediate their children’s socialization into the linguistic competence they need for both contexts, namely the host country and the homeland. Simultaneously, their children establish agency in developing their own linguistic competence. However, language socialization studies have rarely examined the interconnection between parents’ mediation and children’s agency across both online and offline spaces of socialization. In this light, this study presents an ethnographic study that examined parents’ mediation and a child’s agency in the online and offline language socialization of an Indonesian-Muslim transnational sojourner family in the United States, which is underexplored in language research. Additionally, using Darvin and Norton’s (2015) investment model, it explored how the family’s identities, ideologies, and capital structured the child’s language socialization. Data were collected from observations, interviews, and artifacts that depict language practices within the family. In-depth thematic analysis through triangulation of the various forms of data was conducted to obtain trustworthiness. The findings demonstrated that parents’ mediation and their child’s agency across online and offline spaces contributed to the development of the child’s linguistic and multimodal repertoires while also strengthening the family’s local and cross-border connections. The findings also demonstrated competing priorities in identity as well as in social and cultural capital investment, which were eventually resolved. The study provides a deeper understanding of transnational sojourners’ language investment in their imagined communities, which span across the host and the home countries.

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Section: Investment Of Transnational Sojournersmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Parents’ mediation and a child’s agency: A transnational sojourner family’s online and offline language socialization

Sari¹

2022

Indonesian J. Appl. Linguist.

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“…Several studies regarding the students' study abroad identities negotiation have flourished in the past decade in Indonesia. The studies have covered countries like Australia and the United States as the most desired countries to study abroad, with participants ranging from students in general, students of TESOL, and English teachers (Helnywati & Manara, 2019;Mardiningrum, 2017;Nanda, 2019;Sabaruddin, 2019;Ubaidillah & Utami, 2021). The findings generally indicate that identity construction is significant to English language learning regardless of who the participants previous identities were.…”

Section: Introductionmentioning

confidence: 97%

“…Students in general, including graduates students, were found to negotiate their identities across time by moving from peripheral to full member of the community (Sabaruddin, 2019;Ubaidillah & Utami, 2021). The students were struggling and conflicting between their current and previous identities (Helnywati & Manara, 2019). Meanwhile, English teachers experienced a transformation in their linguistic self-concept as they defined themselves as inept and speaking very formal English (Mardiningrum, 2017).…”

Section: Introductionmentioning

confidence: 99%

International Student's Language Learning Identities in English as a Lingua Franca Context in Indonesia

Situmorang

Nugroho

Sihombing

2021

JELTL

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<p><em>Indonesia has stipulated the implementation of the international program as one of its internationalisation's agendas. As a result, private and public universities strive to create international programs that would attract international students. This study focuses on an international program in a private university in Tangerang, which promotes English as a medium of instruction with little interference from native speakers. As many previous research have centred around study abroad in English speaking countries, this study offers a novelty of how identities are constructed in the context of English as a Lingua Franca where both local Indonesian and the international students are non-native speakers of English. Therefore, this research aims to discover how international students construct their language learning identity in English as a Lingua Franca context in Indonesia. There were eight participants from five different countries. They were interviewed using conversational narrative interview, and the data was analysed using narratives analysis. The findings were established in themes, and they indicated the positive identities constructions in many ways. These included reconstructing economic identity to religious identity, establishing Lingua Franca speakers identities, constructing global citizenship identities where all these constructions were supported by the acceptance and the zero pressure from the host. Therefore, it is concluded that zero power inequality promotes favourable language learning and identity construction during study abroad.</em></p>

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“I’m like kentang”: Bilingual Indonesians construction of identity in the era of transnationalism

Cited by 2 publications

References 7 publications

Parents’ mediation and a child’s agency: A transnational sojourner family’s online and offline language socialization

Parents’ mediation and a child’s agency: A transnational sojourner family’s online and offline language socialization

International Student's Language Learning Identities in English as a Lingua Franca Context in Indonesia

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