History in Person: A Longitudinal Study of a Language Learner’s Experience at Home and Abroad

Abstract

Abstract This study explores the longitudinal pathway of social identification traveled by a US learner of Chinese, Tom. Focusing on the historical production of persons, I analyze interactional recordings, instructional artifacts, and participant interviews collected over three years of qualitative inquiry. The analysis articulates how Tom’s narrative of intercultural encounters was reframed, rekeyed, and recycled at home and abroad. Along the way, Tom was identified as (i) an avid learner of Chinese in a language classroom in the USA; (ii) an ignorant foreigner while studying in China; and (iii) a political outcast upon his return to the USA whose intercultural experience abroad, nevertheless, afforded his classmates an opportunity to appreciate a more ethno-relative perspective. The consonance and dissonance of identification are results of interplay between history in person and history in institutionalized struggles. This interplay must be considered to understand the (re)making of language-learning identities across historical time, social space, and communicative modes. The findings illustrate how history, social identification, and engagement in intercultural communication mutually inform each other in and beyond transnational mobility.