English as a Medium of Instruction (EMI) Policies and the Construction of Academic Identity: A Longitudinal Narrative Inquiry Among Non-Anglophone Doctoral Students

Abstract

This research proposal outlines a longitudinal narrative inquiry investigating how English as a Medium of Instruction (EMI) policies shape the construction and negotiation of academic identities among non-Anglophone doctoral students. As higher education institutions worldwide increasingly adopt EMI policies, questions arise about their impact on students’ sense of self, disciplinary belonging, and scholarly voice. Drawing on Norton’s investment theory [1], Canagarajah’s translanguaging frameworks [2,3], and Block’s sociocultural perspectives on identity [4], this study will follow 20-25 non-Anglophone doctoral students across three years, collecting narrative data through semi-structured interviews, reflective journals, and literacy artifacts. The research aims to uncover how students navigate linguistic challenges, negotiate multiple identities, and develop agency within EMI contexts. Expected contributions include theoretical advancements in understanding the identity-language policy nexus, methodological innovations in longitudinal narrative research, and practical implications for supporting multilingual doctoral students in EMI settings.