SOAS Research Online

Abstract

This study explores ways in which two Japanese EFL learners enriched their L2 interactional repertoires through language socialisation beyond the L2 classroom during a year-long overseas study programme in the UK. Drawing on the concept of individual networks of practice (INoP) (Zappa-Hollman & Duff, 2015) as a part of social network development, this study focuses on illustrating how learners transformed from lonely L2 learners to active L2 users through language socialisation. This study analyses learner-initiated trajectories for the enrichment of L2 interactional repertoires, adopting in-depth narrative enquires. Learners’ INoP followed different paths in terms of investment type in language socialisation, broadly categorised as 1) out-of-classroom-oriented socialisation and 2) institutionally-oriented socialisation. Nevertheless, common ground emerged in terms of their interactional dilemma seen as loneliness deriving from cross-culturally diverse interactional practices. The findings also suggest that learner-initiated accessibility to key aspects of learner support, i.e., (1) affective support, (2) academic support, and (3) linguistic support, including the use of L1 as a medium of interaction and a source of intercultural dialogue, played a key role in facilitating opportunities to enrich L2 interactional repertoires enabling them to experience togetherness within communities. The study illustrates that learner-initiated agentic decisions and interactional practices are intertwined and reflected in learners’ choices of communities to belong to and interactional resources to utilise. The present study strongly advocates the importance of a holistic pedagogical approach which supports learners’ development of L2 interactional repertoires through L2 socialisation by promoting others in their communities to respect learner-initiated interactional agency enabling students to enhance their potential as active L2 users.