Multilingual Identity Construction in an English Medium Instruction (EMI) Program: An Exploration of a Chinese Student in Thailand

English Medium Instruction (EMI) programs have been implemented in Thai higher education for decades, where English is used within a multilingual context, attracting numerous international students. However, limited research has investigated multilingual identity through an intercultural lens. This study employed a multilingual identity approach to explore intercultural stance and examine how multilingual identities are constructed within the EMI context in Thailand. Utilizing a narrative inquiry design, data were collected from a Chinese student, Anny, who aimed to enhance her English skills by enrolling in an EMI program at a university in eastern Thailand. Using the theme-weaving technique and the coding method for data analysis, the findings revealed that Anny constructed her multilingual identity by actively engaging with both English and Thai during her time in the EMI program. The study highlighted the importance of intercultural understanding for international students in forging their multilingual identities. It was argued that succeeding in an EMI program requires more than just advancing English proficiency; developing a multilingual identity is crucial for successfully navigating the EMI program. This study implied the practical implication for educators and administrators for EMI program in Thai context, and suggested that the intercultural curriculum should be considering in EMI programs for adaptation; Additionally, reassess the relationship between English proficiency and professional knowledge within the EMI classroom, prioritizing intelligibility as a fundamental objective in EMI teaching is essential.