Author(s)

Di Yuan ¹

Affiliation(s)

¹ Faculty of Education, Tianjin Normal University, Tianjin, China

Corresponding Author

Di Yuan

ABSTRACT

This paper explores the pivotal role of language in shaping social identity and its impact on the learning experiences of international students in American higher education. Drawing from Vygotsky's emphasis on speech as a mediator between mind and brain, the study delves into how language functions as a site of struggle for self-definition and control among these students. Qualitative approach was employed by the author through conducting interviews with three international students to gain insights into their lived experiences. By analyzing their narratives, it aims to uncover strategies for empowering students' linguistic capabilities and fostering a more inclusive learning environment that acknowledges and respects their diverse backgrounds. The research also calls for educators to adopt a holistic perspective in addressing the unique needs of international learners, thereby enhancing their educational journey in the U.S. classroom.

KEYWORDS

Language; Identity empowerment; International students

CITE THIS PAPER

Di Yuan, Language and Social Identity Empowerment of International Students in Higher Education. Adult and Higher Education (2025) Vol. 7: 29-35. DOI: http://dx.doi.org/10.23977/aduhe.2025.070105.

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