The role of psychological and socio-psychological factors in L2 literacy development of temporary migrants

Abstract

This chapter addresses the literacy practices, the sociolinguistic skills and the perceptions of the temporary migration of trainee teachers in an Erasmus+ exchange programme. The aim of this study is threefold. First, it intends to analyse how L2 written language is self-reported before and after students’ practicum abroad. Second, it investigates what importance students give to their L2 literacy development and professional learning experience in their practicum portfolio. Third, it explores whether the participants’ personality traits are reflected in their journal writing, seen as literacy events during their stay abroad. The method adopted is a convergent parallel mixed one, which collects and merges qualitative data—the practicum portfolios—and quantitative data—the participants’ scores in grammar and vocabulary tests, self-reported writing tests and personality and emotional intelligence questionnaires.