International Students’ Academic Discourse Socialization and Identity Negotiation in U.S. from Global South Perspective

• In Event: AERA Poster Session Sunday 7:45 am
  In Poster Session: International Students and Academic Discourse

Abstract

This qualitative study explores how 22 Chinese international students at a U.S. English-medium university navigate academic discourse and negotiate identity. Using language socialization theory and a Global South perspective, the study challenges traditional views that frame English-dominant norms as the ultimate goal. Findings reveal that students draw on strong disciplinary knowledge, shift between languages, and adopt coping strategies such as avoidance and digital tools. Rather than passive adaptation, students demonstrate agency in managing linguistic hierarchies and emotional burdens. The study calls for broader definitions of academic competence and highlights the structural factors shaping participation and belonging. It contributes to critical scholarship on academic discourse socialization by centering the lived experiences and strategies of marginalized learners.

Authors

• Zhixian Zhuang, University of Delaware

• Christina M. Budde, University of Delaware