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

Abstract

Abstract Taking social identity theory approach, in this qualitative phenomenological study, researchers investigated 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 which 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.