Identity Conflicts and Negotiations: Narratives of Asian International Students’ Experiences in Hong Kong

Sung, Chit Cheung Matthew

doi:10.1080/07256868.2022.2063818

Cited by 13 publications

(6 citation statements)

References 43 publications

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“…This paper is part of a larger qualitative study on twenty-four international students' experiences of studying in an international university in multilingual Hong Kong (see Sung, 2021aSung, , 2021bSung, , 2021cSung, , 2021dSung, , 2022 for more details). The present paper reports on a single case study of the lived experiences of one participant, referred to here as Arnold (pseudonym).…”

Section: The Studymentioning

confidence: 99%

Understanding the international student’s experiences in a multilingual university context from a sociolinguistic perspective

Sung

2022

Research in Comparative and International Education

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This paper takes a sociolinguistic perspective in understanding the international student’s experiences in a multilingual university context. Drawing on a narrative inquiry approach, the present qualitative case study investigates a Brazilian Chinese international student’s lived experiences of studying in a Hong Kong university, with particular attention to his identity construction in both in-class and out-of-class contexts and the role of language in shaping his dynamic identity construction. The findings suggest that the international student’s language (in)competence appears to be closely intertwined with his identity construction in situated contexts, intersecting with his inclusion/exclusion and empowerment/marginalisation. The findings also reveal that multiple language ideologies mediate the impact of the international student’s language (in)competence on his identity construction in various situated contexts. Taken together, the findings call attention to the complex and dynamic interaction between identity construction, language (in)competence and language ideology in advancing our understanding of the international student’s experiences in a multilingual university context.

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Section: The Studymentioning

confidence: 99%

Understanding the international student’s experiences in a multilingual university context from a sociolinguistic perspective

Sung

2022

Research in Comparative and International Education

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“…Authors like Henry (2019) have observed that it's a process that may turn conflictive when the positions at play are antagonistic. In places like China (Gao, 2018), Brazil (Figueredo, 2020) or Hong Kong (Sung, 2022), learning a language like English may be understood as opening the door to the loss of one's own national identity, and as submitting to neoliberal and colonialist worldviews. The solution seems to involve reaffirming one's own cultural and social identity, assuming a new position as 'dialogical communicator'.…”

Section: Cultural Diversitymentioning

confidence: 99%

“…Autores como Henry (2019) observan que se trata de un proceso que puede resultar conflictivo cuando las posiciones en juego resultan antagónicas. En lugares como China (Gao, 2018), Brasil (Figueredo, 2020) o Hong-Kong (Sung, 2022), el aprendizaje de un idioma como el inglés puede entenderse como una puerta abierta a la pérdida de la propia identidad nacional y a la sumisión a perspectivas neoliberales y colonialistas. La solución parece pasar por reafirmar la propia identidad cultural y social, asumiendo una nueva posición como 'comunicador dialógico'.…”

Section: Diversidad Culturalunclassified

Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión)

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Hermans²

2023

Journal for the Study of Education and Development: Infancia y

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The introduction of the Dialogical Self Theory in the field of education has not received the recognition it deserves. In this article we intend to prove the importance of research in DST, reviewing its main contributions to the psychology of education for the past decade. To this end, we have organized it into three thematic areas: dialogical teaching and learning processes, professional identity in different educational levels, and studies pertaining to inclusive education and, particularly, intercultural education. We conclude with a section dedicated to future lines of research, in line with the most recent international reports on twenty-firstcentury education. After this review, we can state that DST constitutes a revolutionary epistemological approach, which permeabilizes the boundaries between the inter-and the intrapsychological, taking the mental and public planes as two parallel societies in constant dialogue, and and giving back to psychology its central function in the study of mental dynamics, that 'black box' which socio-constructivist trends had partially omitted.

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“…With the social turn in SLA and since Norton published the groundbreaking work concerning language learning and identity (Norton, 2000;Peirce, 1995), researchers in SLA have been contributing a lot to this issue (e.g., Besser & Chik, 2014;Bui, 2020;Busch, 2010Busch, , 2012Dressler, 2014;Peng & Patterson, 2022;Sung, 2021aSung, , 2022aSung, , 2022bSung, , 2022cTeng, 2019), both theoretically and methodologically. Their methods, findings, and limitations have also inspired the current study.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring a Mainland Chinese Undergraduate’s Linguistic Identity Trajectory in Hong Kong

Zuo

2023

JED

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The internationalisation of higher education witnesses the increasing student mobility across borders and the emergence of more and more EMI universities worldwide, which may simultaneously offer opportunities to and pose challenges on cross-border students’ language experiences and identities. The intra-state cross-border context of mainland Chinese students pursuing higher education in Hong Kong is a unique one, given the close ties between the two sides and Hong Kong’s multilingual ecology. However, not enough attention seems to have been given to these students’ linguistic experiences, especially in terms of how their linguistic identities evolve across time and space.Therefore, this case study aims to delve into the linguistic identity trajectory of a mainland Chinese undergraduate studying in Hong Kong, with specific emphasis on how and why her linguistic self-identifications might be multiple, dynamic, contesting and contextually situated. Purposefully selecting the participant, the study adopts Photo-Elicitation Interviews to elicit her narratives from visual materials. Her detailed and unique language use stories exhibit a conversion from contradictory and competing multiple linguistic identities to a core and relatively stable multilingual identity. Moreover, by identifying the contributing factors, this study argues that individuals’ linguistic identities reside in an organic system of language ideology, power relation and community, with the complex interplay between factors contributing to the constant evolution of linguistic identities.

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Identity Conflicts and Negotiations: Narratives of Asian International Students’ Experiences in Hong Kong

Cited by 13 publications

References 43 publications

Understanding the international student’s experiences in a multilingual university context from a sociolinguistic perspective

Understanding the international student’s experiences in a multilingual university context from a sociolinguistic perspective

Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión)

Exploring a Mainland Chinese Undergraduate’s Linguistic Identity Trajectory in Hong Kong

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