Exploring multilingualism: insights from the language practices of an ethnic minority student

Abstract

This qualitative study explores the intricate language practices of Haku, a Japanese national of Korean heritage enrolled in a degree programme in South Korea, to examine his beliefs about the value of multilingualism. This study draws on the language-as-resource framework to analyse Haku's online posts and semi-structured interviews, examining how he uses Japanese, Korean, and English as linguistic resources in digital and offline contexts. The findings reveal that Haku relies on Japanese to pursue professional success in Japanese society, where the language plays a central role in facilitating civic participation and economic advancement. In contrast, he views Korean as a heritage language that enables him to exercise his rights, while he uses English to position himself as an intellectually engaged multilingual. His multilingualism, rooted in these three languages, amplifies his voice and strengthens his social and cultural positioning. This dynamic use of languages shapes his multilingual repertoire and identity. The study offers valuable insights for educators and policymakers, calling for a re-evaluation of Japan's English language education policies and underscoring the need for more inclusive support systems that reflect the realities of an increasingly multilingual world.