Leveraging transnational identities of refugee-background students

Abstract This study examines a North Korean refugee-background student’s experiences of learning and using English across different transnational contexts. Through semi-structured interviews conducted over a four-year period, the study explores the interplay between the participant’s transnational identities and his English-learning trajectory. The results illustrate how the participant leverages his transnational identities as assets, utilizing his unique experiences and perspectives to enhance his English skills and broaden his global outlook. The findings strongly support inclusive, culturally responsive English language programs that harness diverse linguistic backgrounds, empowering refugee-background students by recognizing their unique strengths and experiences. Based on the current findings, we propose reconceptualizing refugee-background students in the English classroom through a lens of transnationalism and asset-based pedagogy.