Shifting multilingual identities through short-term study abroad: A Q-methodology study of Norwegian learners of French

Abstract Understanding how study abroad shapes multilingual identity (Darvin and Norton 2015; Norton 2000) has implications for both theory and the design of increasingly prevalent short-term exchange programmes. This study examined how a one-week Erasmus-funded immersion in France affected 28 Norwegian secondary students’ perceptions of their own multilingual identities. Using Q-methodology (Watts and Stenner 2012) with pre-post measurement and qualitative responses, the study assessed identity configurations before and after homestays in Le Havre and cultural activities in Paris. Results revealed substantial individual-level reorganisation, with mean pre-post Q-sort correlations of only r = .28. Most notably, students showed large decreases in beliefs that language use changes emotional expression ( d = -1.02) alongside increased endorsement that multilingualism enhances perspective-taking ( d = 0.62). Qualitative data revealed heightened awareness of authentic speech rate and French politeness norms. The findings demonstrate that even brief but intensive immersion can meaningfully reconfigure adolescent learners’ multilingual identities, challenging assumptions that deep identity change requires extended exposure and suggesting that short-term exchanges merit greater attention in identity research and programme design.