Abstract
ABSTRACT A growing number of students studying abroad in Asian countries face a common linguistic experience: the language of instruction in the courses they follow is English, which is not the language of the host country and international students whose L1 is neither English nor Korean must thus need to (re)construct their academic and personal identities in various multiple second languages (L2). This study presents the narrative of a Chilean student who had recently completed postgraduate studies in an English-taught programme at a South Korean university. It explores how she constructed a life for herself in South Korea and built a multilingual identity. It highlights in particular the tension she experienced between the two L2s involved: English and Korean. The participant was interviewed four times, and her answers were reconstituted into a narrative. Analysis of the narrative highlights four key themes: language learning enthusiasm, the learner’s investment in language learning, the process of identity reconstruction, and maintaining multilingualism.
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