Multilingual Identity Development and the Lived Experiences of Korean International Graduate Students

This longitudinal multi-case study focuses on the multilingual identity development of three Korean international students during their first three years of doctoral study. The themes identified from multiple rounds of interviews and prolonged observations were viewed in light of a theoretical framework that can be used to conceptualize multilingual identity development of international students in a new context. The framework comprises three multifaceted dynamics - target language characteristics, identity markers, and investment - that function to identify and interpret contextual and internal instances of multilingual identity renegotiation. Results indicated that the participants experienced numerous instances of marginalization in academic and social settings because of social status and language characteristics. It was also found that perceptions of mainstream ideologies held about Asians impact investment in interacting with local students, and that structured opportunities for interaction and social status changes within the institutional context can affect language development and self-esteem. Overall, the research findings indicate a need to internationalize close-minded curricula and pedagogical approaches, to create structured opportunities for positive intercultural exchange and understanding, and to foster a commitment among all campus stakeholders to embrace their roles in realizing a more identity-affirming experience for Korean graduate students.