Language Identity Formation of Second Language Graduate Students  in the United States

Marzieh Ebrahimi; Nelofar Khamisani

Language Identity Formation of Second Language Graduate Students in the United States

Authors

Marzieh Ebrahimi *
Curriculum and Instruction Department, Kansas State University, Manhattan, KS 66506, USA
Nelofar Khamisani
Curriculum and Instruction Department, Kansas State University, Manhattan, KS 66506, USA

Keywords:

International Graduate Students, Language Identity Formation, Second Language Learners

Abstract

Taking a social identity theory approach, this qualitative phenomenological study ‎investigates how international graduate students from three Asian nations in the United States ‎establish their language identities. The study employs informal interviews with six individuals ‎from three Asian nations to inquire about the significance of their individual experiences as they ‎relate to the formation of their linguistic identities. Semi-structured interviews were used to ‎obtain this data since they allowed for an in-depth examination of the participants’ experiences. ‎Interviews were analyzed using inductive thematic data analysis to determine overarching ‎themes. Initial results show that learning a new language presents substantial obstacles for ‎students studying abroad. These include difficulties with pronunciation, communication, and ‎adjustment to culture. Taking language classes and making friends with local students prove to ‎be significant identity-forming experiences. Identity and cultural adaptation are also shown to be ‎influenced by American institutions, such as universities and their professors. The findings of this ‎study can have important significance for institutions that may utilize them to improve the ‎services they offer to international students and create a more welcoming and supportive ‎atmosphere. The study acknowledges its own limitations, including a relatively small sample size ‎and a narrow emphasis on language identity, indicating that more research is needed to ‎investigate the role of language in the formation of international students’ identities.‎

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