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ESL University Students’ Perceptions of Their Global Identities in English as a Lingua Franca Communication: A Case Study at an International University in Hong Kong

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Abstract

This paper reports on the findings of a qualitative study which investigated a group of English as a second language (ESL) university students’ perceptions of their global identities in intercultural English as a lingua franca (ELF) communication at an international university in Hong Kong. Drawing on data collected via in-depth interviews and elicited journals, the paper found that these students shared a number of similarities in how they perceived and characterized their global identities in ELF contexts on campus. The analysis revealed that the expression of their global identities involved not only identification with the wider global community, but also acceptance of linguistic variation in the global use of English, display of communicative competence to ensure mutual understanding in lingua franca communication, and positive orientations toward hybrid linguistic practices in ELF settings. The findings reported in this paper will contribute to our understanding of the linguistic and cultural dimensions in the expression of global identities among ESL university students in ELF communication.

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Notes

  1. A global identity may also be an imagined one. As Ryan (2006) points out, through the power of imagination, L2 speakers of English may see themselves as members of an ‘imagined’ global community and assume an ‘imagined’ global identity, especially in contexts when direct contact with a global English-speaking community may be limited.

  2. Of course, we cannot assume that all university students necessarily feel a sense of global identity when participating in ELF communication on campus.

  3. Participant observation was also conducted as part of the larger research project. However, as this paper focuses on the students’ perceptions which cannot be directly observed, it was felt that self-reported data generated from interviews and elicited journal entries were sufficient to understand the participants’ perceptions of their global identities. As a result, the findings of participant observation will not be reported in this paper.

  4. No specific requirements were made as to the length of each entry.

  5. Two participants (Amy and Jessica) submitted one journal entry only, and the other three participants completed two journal entries (Fiona, Hebe and Ronald).

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Authors and Affiliations

  1. Lingnan University, Tuen Mun, Hong Kong

    Chit Cheung Matthew Sung

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  1. Chit Cheung Matthew Sung
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Correspondence to Chit Cheung Matthew Sung.

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Sung, C.C.M. ESL University Students’ Perceptions of Their Global Identities in English as a Lingua Franca Communication: A Case Study at an International University in Hong Kong. Asia-Pacific Edu Res 25, 305–314 (2016). https://doi.org/10.1007/s40299-015-0263-0

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