Imagining Self: Diversity of Bilingual Identity Among Students of an Enrichment

Lo-Philip, Stephanie Wing Yan; Park, Joseph Sung‐Yul

doi:10.1080/15348458.2015.1041344

Cited by 10 publications

(2 citation statements)

References 26 publications

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“…Learners' language identity formation in English foreign language settings has also been completed by several studies (Riley, 2006;Gao et al, 2007;Gao, Jia, & Zhou, 2015;Ushioda, 2011;Samar & Mokhtarnia, 2012;Lo-Philip & Park, 2015;Gholaminejad, 2017;Sa'd, 2017;Zhou & Zhou, 2018;Boonchum, 2009). The results showed that the English foreign language learners' development of new identity and self-identities was related to their level of motivation, attitude, and self-determination (Zhou & Zhou, 2018;Gao et al, 2007;Gao et al, 2015;Samar & Mokhtarnia, 2012;Boonchum, 2009;Norton, 2000).…”

Section: Language Learning and Identitymentioning

confidence: 94%

Home, school, and community’s effects on Indonesian secondary students’ self-identity changes

Harjanto

Lie

Wijaya

2019

Indonesian J. Appl. Linguist.

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This study examines the effects of home, school, and community factors on Indonesian secondary students’ self-identity changes in relation to their use of English. The subjects of this research were 1707 Indonesian high school students from four big cities in Indonesia. The instrument was a questionnaire on the influence of English exposure at home, school, and community and six categories of self-identity changes: self-confidence, subtractive, additive, productive, split, and zero changes. The analysis showed that there were three noticeable findings, they were (1) the issue of self-identity change on Indonesian students was not evident, (2) the greatest influence on the six self-identity indicators came from community factors altogether although slightly, and (3) the biggest influence of all was home factors on the subjects’ self-confidence. A conclusion is then made with a recommendation.

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Section: Language Learning and Identitymentioning

confidence: 94%

Home, school, and community’s effects on Indonesian secondary students’ self-identity changes

Harjanto

Lie

Wijaya

2019

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

show abstract

“…The IDI® has been shown to approximate the DMIS and has a low social desirability bias (Paige, Jacobs-Cassutob, Yershovaa & DeJaegherea, 2003). Several studies using quantitative and qualitative methodologies or a combination of both have documented students' development of cross-cultural competence and sensitivity based on engagement in short-term (5 weeks or less) (Anderson, Lawton, Rexeisen & Hubbard, 2006;Czerwionka, Artamonova & Barbosa, 2015;Jackson, 2008Jackson, , 2009Jackson, , 2011Lo-Philip & Park, 2015) and longer term (semester to yearlong) (Anderson & Lawton, 2011;Paige, et al, 2008;Pedersen, 2009Pedersen, , 2010Rexeisen, Anderson, Lawton & Hubbard, 2008) SA experiences.…”

Section: Introductionmentioning

confidence: 99%