Exploring the Language Socialization of Study Abroad Medical Students in Hungary

Abstract

In the present study, I explore the identity construction of study abroad medical students at the University of Pécs Medical School through the coding and qualitative content analysis of written accounts and interview data. I aim to understand the factors leading to or prohibiting students from developing multiplex social networks during their sojourn. 133 first- and secondyear medical students submitted written accounts of their experiences, and five study abroad medical students were interviewed for the research. I collected the written data in February of 2019. The participants were asked to provide a story detailing their experience as a study abroad student in Pécs. After two coding cycles, I identified five aspects of identity construction namely SELF-EVALUATION, EVALUATION OF THE SA CONTEXT, ADJUSTING TO THE SA CONTEXT, SOCIAL NETWORKS, and COMMUNICATION; and their connection with the participants’ language socialization. The semi-structured interviews took place in February of 2020. I designed the interview questions based on the aspects of identity construction identified in the written data the previous year. After transcribing and coding the interview data, I analysed the interviews keeping in mind the aspects of identity construction, and focusing on the topics of identity, agency, and the development of social networks. The analysis revealed that international medical students in Pécs seemed to consider their study abroad experience to be a time of personal change and identity construction. The accounts pointed to a limited interest in the host culture and members of the host community. The written accounts suggested that study abroad medical students in Pécs rarely manage to build social networks that contain members of the host community. The five interviewees’ identities rarely led to seeking out access to members of the host community. Despite their beliefs of the study abroad being a time of personal growth and learning, and despite the proclaimed language learner identities of some of them, most interviewees did not exercise their agency over their Hungarian language learning or over constructing social6 networks that involve Hungarians. The only exception was an Uyghur student, who found a meaningful historical connection between his identity as an ethnic minority and the host culture. His case demonstrated how an investment in the host culture, identity construction, and agency over language learning can lead to legitimate participation in a Hungarian-speaking community of practice and regular, meaningful Hungarian input.