Identity Negotiation of International Students When Studying in A Non-Speaking English Country

Today, with the trend of internationalization, a growing number of universities and institutions worldwide are encouraging their students to take part in abroad programs or vocational training schemes in a foreign country. It is easy to find out that not only are English-speaking countries ideal destinations for education overseas, but many other countries where English is not the first language also attract millions of students worldwide. Studying in these countries, students will have to use English for academic purposes and at the same time learn the local languages to adapt to the host environment. Firsthand exposure to the native speech community coupled with formal classroom learning is said to create the optimal environment for learning an additional language and culture, thus, at the same time, would inevitably cause some effects on students’ identities. Based on the interviews with a focus group of international students studying at a university in Haiphong, the types of negotiated identities, the ways they alternate their behaviors, emotions, and cognitions to adapt to the new environment will be revealed. With these findings, some implications for curriculum and pedagogy which optimize opportunities for international students to develop their knowledge, openness, and adaptability are also suggested.