ABSTRACT
From the students’ accounts in Part II, learning journeys are interpreted with learning in a second language being the students’ bête noire, which effects their adjustment to the UK learning culture. Types of language are discussed: parental language shaping students’ values and beliefs, students’ emotional revelations in interviews, and language’s effect on social interaction and on learning in a second language – that is, its effects on A-level choices. Plus, forms of mute transmissions, moments of anxiety caused by fateful moments, silent communications through actions and silent text delivered through electronic social networks and Internet, are argued to effect students.
