Second Language Identity Development and Study Abroad: The Case of Irish University Students in Japan

Abstract

This study explores the second language (L2) identity development of four Irish university students who participated in a 4 to 10-month study abroad (SA) programme in Japan. Drawing on Benson et al.’s (2013) model of potential L2 identity development during SA, narrative interviews were conducted to investigate the critical experiences that resulted in student sojourners’ L2 identity development. The findings illustrate that each returner underwent different trajectories to enhance their L2 identities from interacting with local people to confronting their psychological obstacles. They particularly enhanced the aspects of intercultural competence, national and cultural identities, and academic achievement through L2. The L2 identity development of the participants was strongly correlated with their sense of belongingness in local communities and their personal interests and beliefs. Furthermore, this development was accelerated by the fact that they were anglophone students. The findings of this study have implications for language teachers and SA coordinators that will help facilitate fruitful SA experiences for sojourners. In addition, the study recommends further exploration into the mechanisms of sojourners' psychological challenges and the identities of ethnic minority student sojourners, contributing to a deeper understanding of SA and L2 identity development.