Part of
Social and Cultural Aspects of Language Learning in Study AbroadEdited by Celeste Kinginger
[Language Learning & Language Teaching 37] 2013
► pp. 101–126
Edited by Celeste Kinginger
[Language Learning & Language Teaching 37] 2013
► pp. 101–126
Politics of identification in the use of lingua francas in student mobility to Finland and France
This chapter examines the mobility of students to Finland and France. I am interested in the perceptions of the use of lingua francas in these contexts. The students have to speak languages of which they are not always “native speakers” and finding a common ground often results in using a lingua franca. In the chapter, English and French are the main lingua francas used by the students. Even though the cases of Finland and France are different in relation to the number of speakers of their languages (6 million people live in Finland compared to 70 million in France), the results show that similar attitudes and opinions seem to be shared by students who have spent time in these countries.
Cited by (15)
Cited by 15 other publications
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Heinzmann, Sybille, Zeynep Köylü & Kristina Ehrsam
2024. The learning potential of English as a lingua franca contexts in the eyes of study abroad students. Studies in Second Language Learning and Teaching 14:2 ► pp. 339 ff.
Chen, Rainbow Tsai-Hung
2023. Sojourning in non-Anglophone Europe: a qualitative study of Taiwanese students’ English language identities. Journal of Multilingual and Multicultural Development ► pp. 1 ff.
MITCHELL, ROSAMOND, NICOLE TRACY–VENTURA & AMANDA HUENSCH
2020. After Study Abroad: The Maintenance of Multilingual Identity Among Anglophone Languages Graduates. The Modern Language Journal 104:2 ► pp. 327 ff.
Nogami, Yoko
2020. Study Abroad, Identity, and Attitude towards the English Language. In English as a Lingua Franca in Japan, ► pp. 157 ff.
Kimura, Daisuke
2019. “Seriously, I came here to study English”. Study Abroad Research in Second Language Acquisition and International Education 4:1 ► pp. 70 ff.
Sealey, Alison
Ren, Wei
2018. Pragmatic strategies to solve and preempt understanding problems in Chinese professionals’ emails when using English as lingua franca communication. International Journal of Bilingual Education and Bilingualism 21:8 ► pp. 968 ff.
Borghetti, Claudia & Ana Beaven
2017. Lingua francas and learning mobility: reflections on students’ attitudes and beliefs towards language learning and use. International Journal of Applied Linguistics 27:1 ► pp. 221 ff.
Glaser, Karen
2017. Metapragmatic perceptions in native language vs. lingua franca settings. Study Abroad Research in Second Language Acquisition and International Education 2:1 ► pp. 107 ff.
Maeder-Qian, Jingyue
2017. Linguistic identity changes of Chinese international students in Germany. Study Abroad Research in Second Language Acquisition and International Education 2:2 ► pp. 240 ff.
Dervin, Fred
2016. Les mobilités académiques comme opportunité pour les compétences interculturelles : de l’endoctrinement à l’acceptation des imaginaires. Les Politiques Sociales n° 3-4:2 ► pp. 101 ff.
Härkönen, Anu & Fred Dervin
2016. Study Abroad Beyond the Usual ‘Imagineering’? The Benefits of a Pedagogy of Imaginaries. East Asia 33:1 ► pp. 41 ff.
Penz, Hermine
2015. English Is Not Enough — Local and Global Languages in International Student Mobility: A Case Study of the Austrian University Context. In Transcultural Interaction and Linguistic Diversity in Higher Education, ► pp. 56 ff.
Kinginger, Celeste
2013. Identity and Language Learning in Study Abroad. Foreign Language Annals 46:3 ► pp. 339 ff.
This list is based on CrossRef data as of 20 december 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.