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September 5, 2026Journal of Language Identity & Education

Linguistic Racism, (Dis)Investments and Identity Negotiation in a Non-Traditional Study Abroad Context: Voices of International Students in Kazakhstan

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Authors

KYKymbat YessenbekovaAHAnas Hajar

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Overview

Qualitative study uncovers linguistic racism and exclusion among international students in Kazakhstan, highlighting racialized inequalities in multilingual higher education.

Key Points

  • To examine how international students navigate linguistic racism, language investment, and multilingual identity negotiation within English-medium universities in Kazakhstan.
  • Conducted a qualitative narrative inquiry grounded in poststructuralist theories of language investment and linguistic racism.
  • Analyzed narrative accounts from 11 international students originating from South Asia and Africa enrolled in Kazakhstani universities.
  • Participants routinely encountered linguistic and racialized exclusion when their communication did not conform to dominant norms of legitimate language use, restricting their academic engagement and belonging.
  • International students exerted agency against marginalization by adopting hybrid multilingual strategies and making symbolic investments in the Kazakh language to forge local social connections.

Cite This Study

Yessenbekova et al. (2026) studied this question.

synapsesocial.com/papers/6a9bd4536b95aff0620ebe63https://doi.org/10.1080/15348458.2026.2727120
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