This paper shares findings from an investigation connected to a larger research study which sought to holistically understand multilingual international students’ socio-academic and linguistic experiences at a university in Ontario. In here, the focus is placed on the students’ identity-related experiences in light of post-structuralist theory in applied linguistics. By drawing on interviews and participant-generated photography, this study seeks to link theory and experience, and to illustrate some of the complexity, diversity, and subjectivity of identity and identity-related experiences for multilingual international students for whom English is an additional language.
Canadian universities and colleges have experienced a rapid increase in the number of international students over the last decade. International students contribute to the diversification of their host academic communities in multifaceted ways. Continue Reading →