Exploring identity formation and academic writing of multilingual students: Skipping through the academy

This research project investigates multilingual students’ engagement and investment in their undergraduate studies as they transition from foundational academic writing coursework (which may be seen by some as a stigmatized, “remedial” context) to Writing Intensive credit coursework. Through interviews and narrative writing samples, I investigate students’ various communities and positions in the university context to examine academic writing as social practice and identity negotiation (both interpersonal and intrapersonal). I find that while some students do report increased proficiency and confidence in their academic writing, their investment in the university community as a whole is more fractured than cohesive.