Negotiating Multilingual Identities in Korean College EMI Programs: A Narrative Inquiry of International Students
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This qualitative study investigates how international students construct and negotiate their multilingual identities within English-Medium Instruction (EMI) programs at a Korean junior college. Drawing on narrative inquiry, data were collected through multiple interviews and analyzed thematically. The findings reveal that students’ multilingual identity formation is fluid, dynamic, and transformative, shaped by their linguistic practices, academic engagement, and sociocultural adaptation. Through active negotiation of English as a lingua franca and investment in additional linguistic resources, students overcame challenges and developed a stronger sense of legitimacy and belonging within the Korean college context. The study underscores the need for more inclusive and supportive EMI practices that acknowledge students’ diverse linguistic repertoires and foster equitable participation in non-English-dominant higher education settings.
Abstract
This qualitative study investigates how international students construct and negotiate their multilingual identities within English-Medium Instruction (EMI) programs at a Korean junior college. Drawing on narrative inquiry, data were collected through multiple interviews and analyzed thematically. The findings reveal that students’ multilingual identity formation is fluid, dynamic, and transformative, shaped by their linguistic practices, academic engagement, and sociocultural adaptation. Through active negotiation of English as a lingua franca and investment in additional linguistic resources, students overcame challenges and developed a stronger sense of legitimacy and belonging within the Korean college context. The study underscores the need for more inclusive and supportive EMI practices that acknowledge students’ diverse linguistic repertoires and foster equitable participation in non-English-dominant higher education settings.