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.
Halic, Olivia; Greenberg, Katherine; and Paulus, Trena
Language and Academic Identity: A Study of the Experiences of Non-Native English Speaking International Students.
Vol. 38 Issue (2).
Retrieved from: https://trace.tennessee.edu/internationaleducation/vol38/iss2/5