Identity and (Dis)investment in Classroom Participation
Navigating the Experiences of Multilingual Graduate Students Who Speak English as an Additional Language
Bibliographic Data
| ID | 19478611 |
|---|---|
| Authors | Jade Kim (0009-0001-5982-8932, University of Toronto, corresponding author) |
| Year | 2026 |
| Pages | 1-15 |
| Publication date | 2026-05-29 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Language Identity & Education (JOURNAL) |
| Journal identifiers | ISSN: 1532-7701 • E-ISSN: 1534-8458 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15348458.2026.2662536 |
| OpenAlex | W7162751047 |
| Language | EN |
| References cited | 37 |
This study examines the participation experiences of multilingual students speaking English as an additional language (EAL) and their decisions to invest or disinvest in language practices during classroom discussions. Using an embedded multiple case study design, data were collected through classroom observations, weekly reflections, and individual interviews, and analyzed using thematic analysis. The findings show that course characteristics, such as structure and topic, influenced power dynamics and identity negotiation, reinforcing sociocultural and linguistic norms aligned with Western participation practices. The complex interplay of course dynamics, norms, and broader ideologies contributed to multilingual EAL students’ novice identity, creating barriers that made it challenging for them to disrupt participatory norms and invest in the language practices of the course community. This article underscores the importance of reframing participation as a collaborative and critical process and highlights the need to create inclusive classroom environments to support the equitable participation of multilingual EAL students
Discourse analysis · First language · Graduate students · Multilingualism · Qualitative research · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
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| Highly cited | No |
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