LINGUIST List 30.4466

Mon Nov 25 2019

Diss: Applied Linguistics: Vasi Mocanu: ''A Mixed Methods Approach to Identity, Investment, and Language Learning in Study Abroad: The Case of Erasmus Students in Finland, Romania, and Catalonia''

Editor for this issue: Sarah Robinson <srobinsonlinguistlist.org>



Date: 23-Nov-2019
From: Vasi Mocanu <vasimocanu91gmail.com>
Subject: A Mixed Methods Approach to Identity, Investment, and Language Learning in Study Abroad: The Case of Erasmus Students in Finland, Romania, and Catalonia
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Institution: Universitat de Lleida
Program: Heritage, Territory, and Culture
Dissertation Status: Completed
Degree Date: 2019

Author: Vasi Mocanu

Dissertation Title: A Mixed Methods Approach to Identity, Investment, and Language Learning in Study Abroad: The Case of Erasmus Students in Finland, Romania, and Catalonia

Dissertation URL: https://www.tdx.cat/handle/10803/667829#page=1

Linguistic Field(s): Applied Linguistics

Dissertation Director:
Enric Llurda

Dissertation Abstract:

Existing research on the impact of sojourns abroad on identity and on the relation between study abroad, identity, and language learning shows a variety of, sometimes contradictory, results. While some scholars doubt that study abroad is a long and destabilizing enough type of mobility having a direct impact on the identities of the participants (e.g. Block, 2014), others claim that study abroad can trigger an ‘alteration’ or modification of the self, due to the need to live in a foreign language (e.g. Pellegrino Aveni, 2005). This research project adopts a mixed methods longitudinal framework to approach the issue of identity, investment, and language learning in study abroad. The study follows a PRE-POST design with data obtained at different moments during the academic year 2015-2016 through questionnaires and semi-structured interviews with Erasmus students in three different contexts: Oulu (Finland) in Northern Europe, Bucharest (Romania) in Eastern Europe, and Lleida (Catalonia) in Southern Europe. The study examines the sense of belonging, imagined identities, attitudes towards languages and cultural difference, expectations and degree of investment in both personal and professional learning among European higher education students in the three settings. The results of the study reveal the Erasmus experience has an impact on the participants’ identities, language attitudes and uses, as well as their perception of employability. However, the outcomes of the stay abroad are influenced both by the expectations and the degree of investment of the students as well as by the contexts and the linguistic landscapes of their stay.




Page Updated: 25-Nov-2019