Digital technologies and identity negotiation: a study of trilingual Uyghur university students’ language learning experiences in intranational migrations

This three-year longitudinal case study explored how trilingual Uyghur intranational migrant students utilized digital technologies to learn languages and negotiate their identities in Han-dominant environments during their internal migrations within China, a topic that has been scarcely researched before. Adopting a poststructuralist perspective of identity, the study traced four Uyghur students who migrated from underdeveloped southern Xinjiang to northern Xinjiang for junior high school education, and to more developed cities in eastern and southern China for senior high school education and higher education. A qualitative approach was adopted, utilizing semi-structured interviews, class and campus observations, daily conversations, WeChat conversations, participants’ reflections, and assignments. Findings reveal that Uyghur minority students utilized digital technologies to bridge the English proficiency gap with Han students, negotiate their marginalized identities, integrate into the mainstream education system, and extend the empowerment to other ethnic minority students. This was in sharp contrast to the significant challenges and identity crises they faced when they did not have access to digital technologies to learn Mandarin in boarding secondary schools. An unprecedented finding is that, with digital empowerment, Uyghur minority students could achieve accomplishments that were even difficult for Han students to attain and gain upward social mobility by finding employment in Han-dominant first-tier cities. The implications of utilizing digital technologies to support intranational migrant ethnic minority students’ language learning and identity development are discussed.