The psychological damages of linguistic racism and international students in Australia

• Autores: Sender Dovchin
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 23, Nº. 7, 2020 (Ejemplar dedicado a: Linguistic racism), págs. 804-818
• Idioma: inglés
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• Resumen

  • Drawing on ethnographic interview data informed by international students in Australia, this study aims to expand the notion of ‘linguistic racism’ through two main traits – ‘ethnic accent bullying’ and ‘linguistic stereotyping.’ ‘Ethnic accent bullying’ refers to bullying in the forms of ‘laughing’ and ‘joking’ towards ethnically and linguistically different background speakers’ biographical English accent. ‘Linguistic stereotyping’ refers to predefined negative perceptions imposed on English speakers based on their race, ethnicity, and nationality. These speakers are often ‘heard,’ ‘seen,’ or ‘imagined’ speaking ‘bad’ or ‘low proficient’ English irrespective of their actual high-level in English. Alarmingly, a majority of international students who participated in this study have experienced these two types of linguistic racism, which further posed serious ‘psychological damages.’ These traits of linguistic racism often instigate inferiority complexes leading to social withdrawal, sense of non-belonging, low self-esteem, fear, and anxiety over speaking English. The accumulation of these inferiority complexes further instigated severe depressive symptoms of mental health such as suicidal ideations. This study, therefore, concludes that an integrated perspective addressing linguistic racism and psychological damages together may be particularly useful in developing interventions against international students who are suffering from mental health problems.