Exploration EAL Learner Identity: Understanding Language-Related Challenges of Chinese International Students at University of Saskatchewan

Abstract

The purpose of this research was to explore the relationship between English language learning and identity of language learners. Most of the research related to language and identity began with Bonny Norton (Norton Peirce, 1995; Norton, 1997; Norton, 2000). Norton (1995) noted a comprehensive understanding of social identity with integration of the language learners and the language learning context. This research investigated how six Chinese international students at the University of Saskatchewan (U of S) constructed their own identities as EAL (English as additional language) learners using critical discourse analysis (CDA) of their ideological and linguistic choices through interviews and written responses concerning their challenges and frustrations of language learning and using in Canada. The study show that the construction of Chinese international students’ EAL learner identity are influenced both by their prior English learning experiences in China and the practical experiences of learning and using English in Canada. It also shows that despite full of challenges and struggles, Chinese international students are striving to build positive EAL learner identity instead of being marginalized.