For L2 learners from English-dominant societies, study abroad (SA) is an especially significant opportunity for linguistic, sociocultural, and personal development. Less is known about the durability of these SA-related developments, once Anglophone language specialists complete their home studies and then progress to graduate careers. This article reports a study of 33 specialist languages graduates from a UK university, 3 years postgraduation, who had previously participated in a longitudinal study tracking their linguistic, social, and personal development through a 2-semester stay abroad. The follow-up study gathered further data on maintenance, development, or attrition of their principal SA-related second language (L2); on social and professional uses of L2 and other languages; and on attitudes and beliefs relating to language identity. Personal biographies and career pathways were documented through questionnaires and interviews. This article provides insights into the career entry and related ongoing development of linguistic identity among Anglophone languages graduates, including the ongoing impact of SA-related influences. Implications are briefly drawn for management of the SA experience and post-SA education, so as to support participants? ambitions for interculturality and a full multilingual identity.

中文翻译：

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留学后：英语毕业生多语言认同的维护

对于来自以英语为主导的社会的 L2 学习者来说，出国留学 (SA) 是语言、社会文化和个人发展的一个特别重要的机会。一旦英语语言专家完成他们的家庭学习，然后进入研究生生涯，人们对这些与 SA 相关的发展的持久性知之甚少。本文报告了一项对 33 名英国大学专业语言专业毕业生的研究，他们在毕业后 3 年，他们之前曾参与一项纵向研究，通过在国外逗留 2 个学期来跟踪他们的语言、社交和个人发展。后续研究收集了有关他们的主要 SA 相关第二语言 (L2) 的维持、发展或消耗的进一步数据；L2 和其他语言的社会和专业用途；以及与语言身份相关的态度和信念。个人传记和职业道路通过问卷和访谈记录。本文提供了对英语语言毕业生的职业进入和相关持续发展的语言认同的见解，包括与 SA 相关影响的持续影响。对 SA 体验管理和 SA 后教育的影响进行了简要说明，以支持参与者？对跨文化和完整的多语言身份的抱负。对 SA 体验管理和 SA 后教育的影响进行了简要说明，以支持参与者？对跨文化和完整的多语言身份的抱负。对 SA 体验管理和 SA 后教育的影响进行了简要说明，以支持参与者？对跨文化和完整的多语言身份的抱负。