Construction of Identity in L2 Academic Written Discourse: A Case Study of International Students
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Drawing on identity in written discourse framework (Ivanič, 1998) and theoretical discussions of identity in second language acquisition (e.g., Block, 2007; Matsuda, 2015), I explored how two Korean ESL speakers, Eun (undergraduate) and Hae (graduate), constructed their identities as international students in the U.S. Two data sources were analyzed: (a) the transcrÅibed interview data and (b) the lexical complexity of the written assignments. The interview and the written assignments data showed that both Eun and Hae felt more engaged in their academic community as they completed genre-specific writing assignments (e.g., articles, essays) and learned the conventions and practices of their academic written discourses. The interview data showed that identity construction was implicitly and positively reinforced by the writing assignments. Considering the lexical complexity and language use, Eun’s and Hae’s writing differed depending on the genre- and major-specific practices in their academic communities. Overall, the findings of this intrinsic case study offer insights into how the international students’ lived academic experiences interact with their construction of identity, specifically in academic L2 written discourse.
Abstract
Drawing on identity in written discourse framework (Ivanič, 1998) and theoretical discussions of identity in second language acquisition (e.g., Block, 2007; Matsuda, 2015), I explored how two Korean ESL speakers, Eun (undergraduate) and Hae (graduate), constructed their identities as international students in the U.S. Two data sources were analyzed: (a) the transcrÅibed interview data and (b) the lexical complexity of the written assignments. The interview and the written assignments data showed that both Eun and Hae felt more engaged in their academic community as they completed genre-specific writing assignments (e.g., articles, essays) and learned the conventions and practices of their academic written discourses. The interview data showed that identity construction was implicitly and positively reinforced by the writing assignments. Considering the lexical complexity and language use, Eun’s and Hae’s writing differed depending on the genre- and major-specific practices in their academic communities. Overall, the findings of this intrinsic case study offer insights into how the international students’ lived academic experiences interact with their construction of identity, specifically in academic L2 written discourse.
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