Speaker
Abstract section 2: Contribution/research questions
- How does international students’ TL-mediated socializing impact their TL learning and personal development?
- What factors promote such growth?
Abstract section 5: References
Egitim, A., & Harumi, S. (2025). Global competence framework. Cambridge University Press.
Gee, J. P. (2004). Situated language and learning. Routledge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Abstract section 1: Relevance
Target language (TL) socializing can be conceptualized as situated learning (Lave & Wenger, 1991) in TL-mediated affinity spaces—places where people connect through activities, interests, and goals rather than race, class, culture, ethnicity, or gender (Gee, 2004). Co-constructed in evolving contexts, these spaces shape opportunities for TL use and intercultural engagement. However, mechanisms through which students grow through TL socializing have not yet been clarified. To address this gap, the presenter re-analyzed data (2016–2019) using the Global Competence Framework (GCF) (Egitim & Harumi, 2025). This analysis offers perspective on how TL-mediated socializing contributes to language learning and intercultural development.
Abstract section 4: Outcomes/results
Findings reveal that TL-mediated socializing fosters linguistic gains and broader personal development. These outcomes align with core GCF components, including cross-cultural knowledge, assertive communication styles, and new values in one’s intercultural repertoire. Outcomes include emotional resilience, life attitude shifts, and self-awareness.
Several factors promoting such growth emerged at situational, individual, and relational levels (e.g., experiences unavailable in students’ home countries, goal setting, and support from international students). In addition, narrative analysis showed that interpersonal conflict and challenging meaning negotiation—reflecting the GCF component navigating cross-cultural conflict—served as catalysts for development, encouraging learners to adopt new values and express ideas.
Abstract section 3: Content/method
Data sources include pre-surveys, social network maps, diaries, informal interviews, and reflective writing from nine Japanese undergraduates—six returnees and three followed for five months to more than a year before, during, and after SA. The data were analyzed within the Global Competence Framework (GCF) (Egitim & Harumi, 2025), drawing on narrative-based inquiry to explore how learners interpreted their socializing experiences and TL and personal development during SA.
| Title | Language Use to Global Mindset: TL Socializing in SA Spaces |
|---|---|
| Teaching Context | College and university education |