Titlebook: Second Language Identity in Narratives of Study Abroad; Phil Benson,Gary Barkhuizen,Jill Brown Book 2013 Palgrave Macmillan, a division of

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Improving the Effectiveness of Study Abroad Programmesrate factors that affect their involvement and engagement. In so doing, they highlight connections between the study abroad programme, prior learning and experience and second language identity development.

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Book 2013lowed by the authors‘ in-depth analysis. Further chapters use narratives to assess the impact of programme type and individual difference. Arguing that second language identity development is one of the more important outcomes of study abroad, the book concludes with recommendations on how study abroad programmes can best achieve this outcome.

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Identity-Related Second Language Competenceng the narratives, see Chapter 1). While these narratives speak for themselves, we have also included some introductory questions to guide readers towards the analysis which follows them. The section headings in the analysis correspond to these questions, and we hope that they will help readers test our interpretations against their own.

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Individual Differencesdy abroad on second language identity than the programme type. This chapter continues to explore the issue of individual differences in a somewhat different way through the contrasting stories of two students who participated in the same programme.

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Introduction: Narrative, Second Language Identity and Study Abroadction, we explain how these three concepts come together in the book. Second language identity and study abroad are discussed briefly here and in more detail in Chapters 2–3. In this chapter, we also outline the range of study abroad programmes available to Hong Kong students. Our discussion of narr

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Second Language Identityn, second language identity refers to any aspect of a person’s identity that is related to their knowledge and use of a second language. We begin, therefore, with a discussion of the wider construct of identity and its links to narrative and second language learning. We then look more closely at the