Emotions, identity, and investment in EMI: multilingual learners' experiences at a Turkish university

Abstract

This study investigates the intersection of emotions, investment, and identity among multilingual students in English-medium instruction (EMI) settings at a Turkish university. Drawing on Norton's concept of investment, it explores how students' emotional experiences are tied to their linguistic positioning and evolving sense of self. Using qualitative methods - including three interviews and three written tasks - the study analyzes how students navigate the sociopolitical, cultural, and academic demands of EMI. Findings are organised under three themes: (1) EMI as a pathway to empowerment and symbolic capital, (2) EMI as a source of marginalisation, alienation, and emotional disengagement, and (3) Agentive repositioning and emotional recalibration. While participants initially viewed EMI as a route to global mobility and prestige, many faced linguistic struggles, reduced participation, and identity conflict, which led to emotional fatigue and disillusionment. Yet some students resisted dominant norms by embracing their multilingual repertoires and redefining success on their own terms. Emotions such as pride, shame, or anxiety were not merely personal reactions but reflections of broader ideological and structural tensions. The study underscores the need for EMI policies and pedagogies that support emotional well-being, recognise multilingual identities, and foster inclusive, agentive learning environments.