Inžinerijos profesoriaus kalbos tapatybė: naratyvinis tyrimas apie daugiakultūrines ir daugiakalbes patirtis
The Language Identity of an Engineering Professor: A Narrative Inquiry Into Multicultural and Multilingual Experiences

Summary/Abstract: One of the key aspects of exploring language identity in multicultural and multilingual environments is the transition from one's native language to shared languages. This transition refers to the shift between languages that individuals experience within both everyday interactions and professional settings. However, this transition process remains underexplored despite its complexities. The present study seeks to address this gap by investigating the effects of language transitions on academics, especially those working in non-language disciplines. It aims to explore the complexities of language identity through the narrative of an engineering professor with over 30 years of academic experience in Indonesia, England, and Malaysia. Adopting a qualitative narrative inquiry approach, the researchers employed semi-structured interviews to examine the professor’s personal and professional journey, capturing detailed accounts of his experiences with Indonesian, English, and Malay. Key findings reveal that language adaptation extends beyond proficiency, encompassing emotional, cultural, and professional dimensions. The professor’s transition from vernacular languages to Indonesian, and later to English and Malay, highlights the challenges and strategies involved in balancing professional obligations with the imperative of cultural preservation. Immersion in English-speaking environments has significantly shaped his self-perception and communication styles, while returning to his hometown introduced complexities in reconciling global and local identities. The findings suggest a need for greater sensitivity to the broader implications of language transitions, particularly among academics outside language-focused disciplines, thereby contributing to a deeper understanding of language identity in diverse academic contexts.

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