| dc.description.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. | en_US |
