The dynamic identity construction in English as lingua franca intercultural communication: A positioning perspective

“We are a ghost in the class.” First Year International Students’ Experiences in the Global Contact Zone

“…A key concept in the academic literacies framework is its emphasis on the central role identity plays when students transition into new learning environments. Positive identity construction is influenced by students' academic experiences, relationships with teachers and peers, and how well they understand and engage in the literacy practices recognized and valued by their new academic community (Gee, 2004;Gu, Patkin, & Kirkpatrick, 2014;Marginson, 2013;Scotland, 2014). According to Gee (2004), identity construction is facilitated through "meaningful and value-laden action, interaction and dialogue" (p. 48).…”

“…Althoughrecent studies have contributed to current empirical knowledge regarding the important role positive identities and belonging play when students transition into global learning environments, there is still a paucity of research examining the experiences of undergraduate international students from diverse fields of study and cultural backgrounds (Gargano, 2012;Gu et al, 2014;Slaten et al, 2016). Wingate (2015) reported that most student identity research focuses on postgraduate and Asian cohorts, which has led to gaps in current understandings of first-year student experiences.…”

Introduction – English as a Lingua Franca and Interculturality: Beyond Orthodoxies

“…Exceptions are increasing; many of the authors in this volume have already taken steps to relate both fields (e.g. Baker, 2012Baker, , 2015Dervin, 2013;Fay, Lytra & Ntavaliagkou, 2010; see also Gu, Patkin & Kirkpatrick, 2014).…”

Language teacher education in a multilingual context: Experiences from hong kong

“…Chapter 8, examining pre-service English teachers' experiences during a short-term international experience program in Australia, describes how they construct rigid divisions between different types of teachers and teaching they experienced at home and abroad, and reveals the antagonistic relations between the types they align themselves with and those they find available within the Hong Kong education system. Chapter 9 explores the discursive positioning of nativespeaking English teachers in Hong Kong's schools, that is, their self-positioning and their positioning by others (Gu, Patkin, & Kirkpatrick, 2014). Part 4 examines the interface of language and politics and how their interaction impacts on language teachers' identity construction in Hong Kong.…”