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Multilingual Identity Shifts among Language Learners with Experience of Studying Abroad in Germany

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Title: Multilingual Identity Shifts among Language Learners with Experience of Studying Abroad in Germany
Language: English
Authors: Yu Chen (ORCID 0000-0001-7256-2684), Chengle Yan, Jiao Li (ORCID 0000-0002-0415-079X), Xuesong Gao (ORCID 0000-0002-3426-8721)
Source: Foreign Language Annals. 2026 59(2):383-408.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Multilingualism, Self Concept, Study Abroad, Foreign Countries, Foreign Students, Student Attitudes, Bilingual Students, Second Language Learning, Student Experience
Geographic Terms: Germany, China
DOI: 10.1111/flan.70014
ISSN: 0015-718X
1944-9720
Abstract: Study abroad (SA) experiences significantly influence language learners' multilingual development. Current research primarily examines the linguistic and cultural development of language learners in SA contexts. However, there is a need for further research to investigate the multilingual identity shifts that occur at the intersection of linguistic and personal growth, which are discursively and ideologically constructed. This study uses language portraits and semi-structured interviews to explore nine Chinese university students' multilingual identity shifts by examining their SA experiences in Germany. Thematic analysis identified three dimensions of multilingual identity: cognitive, emotional, and behavioral. Changes in these three dimensions of multilingual identity interacted differently with language ideologies at different levels: macro (e.g., China's focus on German-language examinations, Germany's use of English as a lingua franca), institutional (e.g., communicative German instruction in Germany), and micro (e.g., a student community's prioritizing English or German). Practical recommendations are offered for fostering multilingual identity development through SA experiences, and future research directions are suggested to explore this dynamic process.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508750
Database: ERIC
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  Data: Multilingual Identity Shifts among Language Learners with Experience of Studying Abroad in Germany
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  Data: <searchLink fieldCode="AR" term="%22Yu+Chen%22">Yu Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7256-2684">0000-0001-7256-2684</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chengle+Yan%22">Chengle Yan</searchLink><br /><searchLink fieldCode="AR" term="%22Jiao+Li%22">Jiao Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0415-079X">0000-0002-0415-079X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xuesong+Gao%22">Xuesong Gao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3426-8721">0000-0002-3426-8721</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 26
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  Data: <searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Abroad%22">Study Abroad</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/flan.70014
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  Data: Study abroad (SA) experiences significantly influence language learners' multilingual development. Current research primarily examines the linguistic and cultural development of language learners in SA contexts. However, there is a need for further research to investigate the multilingual identity shifts that occur at the intersection of linguistic and personal growth, which are discursively and ideologically constructed. This study uses language portraits and semi-structured interviews to explore nine Chinese university students' multilingual identity shifts by examining their SA experiences in Germany. Thematic analysis identified three dimensions of multilingual identity: cognitive, emotional, and behavioral. Changes in these three dimensions of multilingual identity interacted differently with language ideologies at different levels: macro (e.g., China's focus on German-language examinations, Germany's use of English as a lingua franca), institutional (e.g., communicative German instruction in Germany), and micro (e.g., a student community's prioritizing English or German). Practical recommendations are offered for fostering multilingual identity development through SA experiences, and future research directions are suggested to explore this dynamic process.
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      – SubjectFull: Germany
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      – SubjectFull: China
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