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Abstract

This phenomenological study explores the experiences of non-native English-speaking international students regarding language, culture and identity in the context of their graduate studies. Interviews were conducted with each of the eight participants. Interpretive analysis was used within a constructivist frame. The findings of this study are organized into four themes of the participants’ experiences: Mastering the language: You know you sound wrong, The meaning of language proficiency: English is alive, Language and academic identity: I feel I’m in-between, and Joining a new community of practice: You have to start all over again. Implications of the study suggest that language and cultural identity are central to the academic experience of non-native speakers. Recommendations emphasize the importance of learner-centered instructional design in addressing these needs.

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