Understanding Situated Identity Construction Through English Language Learning in Intranational Migration

• In Event: 69.057 - Roundtable Session 32
  In Roundtable Session: 69.057-2 - Identity and Formal Schooling

Abstract

This study explores how a group of Uyghur minority students construct their identities in and through English language learning experiences as they move from Xinjiang to study at a prestigious university in Shanghai, China. Findings from interview data show that Uyghur students developed multiple yet powerful identities, i.e. a situated elite identity constructed as opposed to other Uyghur members and a positive heritage identity negotiated within the academic community. They imagined multilingual and multicultural memberships for themselves. However, these minority elites are confronted with a series of problems in learning English comparing with their Han counterparts, which hinder their socialization into the society and upward social mobility. Finally, implications for policy makers, the host institution, and ethnic students are discussed.

Authors

• Xiaoyan Guo, Shanghai International Studies University

• Mingyue (Michelle) Gu, Chinese University of Hong Kong

• Han Yawen, Nanjing Tech University