Multilingualism and language identity development in study abroad higher education contexts

Abstract

This paper presents findings from a preliminary review of empirical studies on multilingual identity development in study abroad (SA) higher education contexts. As global mobility and internationalisation reshape academic environments, SA students often navigate complex multilingual settings involving English as a lingua franca (ELF), English-medium instruction (EMI), and local language contact. Through a thematic synthesis of 19 empirical studies published between 2010 and 2025, the review identifies two central dimensions of multilingual identity development: (1) the sociocultural and individual factors that shape identity negotiation, and (2) identity (re)constructions as outcomes of SA. The analysis highlights how multilingual identity evolves through the interplay of language ideologies, institutional practices, peer relations, and students’ own agency and motivational investment. Findings also reveal diverse identity outcomes, including shifts in linguistic affiliation, sociopragmatic competence, and global citizenship. The paper argues that multilingual identity development in SA is a dynamic, situated process and calls for pedagogical and institutional frameworks that better support students’ linguistic and identity trajectories. Implications are offered for inclusive language policies, identity-focused SA programming, and future research adopting longitudinal, cross-context designs.