The psychological damages of linguistic racism and international students in Australia

ABSTRACT

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.

KEYWORDS:

• Linguistic racism
• ethnic accent bullying
• linguistic stereotyping
• international students
• psychological damages
• mental health
• suicide
• Australia

Acknowledgements

I would like to thank the Editor-in-Chief, Li Wei, for his continued support and anonymous peer reviewers, who meticulously reviewed this paper. I wish to acknowledge Kelly Bailey’s hard work on copy-editing this paper. This work was also supported by the Australian Research Council (ARC) [grant number DE180100118].

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributor

Dr. Sender Dovchin is a Senior Research Fellow at the School of Education, Curtin University, Australia. She has published her works in bi/multilingual education and sociolinguistics in numerous international peer-reviewed journals. Her monograph, ‘Language, Media and Globalization in the Periphery’ was published in 2019 by Routledge.

Notes

1 Participant information.

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Additional information

Funding

This work was also supported by the Australian Research Council (ARC) [grant number DE180100118].