Language learning and socioemotional well-being in early educational migration: Japanese children’s transition into English-medium education in Malaysia

Transnational educational migration is an emerging educational practice among East Asian families. This study investigates the language learning and socioemotional well-being of children who study abroad. Two Japanese siblings (ages 11 and 14) provided their insights on studying at an English-medium school in Malaysia. Data were collected over 1.5 years using a child-focused participatory approach that combined interviews with creative visual techniques and a writing task. Results revealed the children's subjectively negative experiences upon entering school. They found it hard to communicate in English with their peers and teachers and understand their lessons, which led to negative emotions, interpersonal problems, and language-related learning difficulties. A lack of English ability, age, and a lack of teacher and peer support contributed to their communication and learning difficulties and affected their socioemotional well-being. Peer relationships and academic performance only improved with increased English ability in the long term. The findings provide a critical perspective on early study abroad by highlighting its implications on children's socioemotional well-being. They underscore the need to provide children with adequate support when they have to enter school and learn in a new language.