English-Only Language Instruction That Impacts Fijian Students’ Sense of Ethnic Identity and School Belonging

• In Event: Indigenous Languages, Identities, and the Justice in Construction of Educational Opportunities

Abstract

This study explores how English-only instruction in high school and college impacted thirty-six Fijian college students’ sense of ethnic identity and school belonging. Focus groups interviews were analyzed for how students described the role language played in promoting student ethnic identity and school belonging. Students described themes of oppression and colonization, grief and loss of ethnic identity, and ostracization from various ethnic communities due to the loss of their native language because of English-only instruction. Other students noted the affordances of speaking English to participating in global economies and global cultures, including schooling at the University. Implications highlight the need for including both native languages and English in classrooms to support students' ethnic identity and to promote school belonging.

Authors

• Grace Taito Tora, Pacific Theological College, Fiji

• Kehaulani Ten Oi Oleole Malzl, Brigham Young University

• Erika Feinauer, Brigham Young University