Navigating Heritage Language Maintenance, Loss, and Identity Negotiation: A Phenomenological Study of Rohingya Students

Abstract

This phenomenological study seeks to explore the lived experiences of heritage language loss, maintenance, and identity negotiation of Rohingya students amidst continuous exposure to English language. Semi-structured interviews were conducted and analyzed using thematic analysis adapted for transcendental phenomenology. Five key themes emerged from the analysis: choosing when to hide and when to show; feeling distant from one's own language; the double-edged nature of the role of English; the creation of safe spaces for culture; and taking pride in identity. The findings show that participants had identity concealment initially, and they experienced lexical attrition as well as communicative gaps with family members due to the dominance of English. However, gradually they started considering English as a symbolic capital and as a means of academic mobility, global advocacy and historical preservation. In addition, participants found other micro-enclaves in which linguistic resistance was established, such as dormitories and digital spaces. With time, participants experienced a transition – from insecurity and stigmatized belief regarding their identity to pride and empowerment reconceptualizing their heritage language as strength. These insights offer implications for inclusive higher education practices, need for

institutional support systems for language maintenance as well as for ensuring psychosocial well- being of displaced student populations.