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Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision
Abstract
Under the assumption of sociocultural theory (e.g. Lantolf 2005), language learning is both a highly individual and contextual phenomenon. In the specific case of English as a global language, the complexities are compounded. Recent insights from identity studies (e.g. Mercer 2011) further enrich the domain. This chapter offers a novel framework, the SCERT model, for conceptualising the interactions between learner identity and sociocultural interaction in specifically Anglophone contexts. The model provides a framework for constructing workable curricula which will support HE learners' language learning journey in Anglophone study contexts.
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