Linguistic (In) Security and Persistence in Doctoral Studies: A Mixed-Methods Study of the Impact of Metapragmatic Discourses on the Persistence of Multilingual Doctoral Students

Author

Germaine Tondji, The University of Texas Rio Grande Valley

Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Seokmin Kang

Second Advisor

Laura Jewett

Third Advisor

Pauli Badenhorst

Abstract

Linguistic beliefs and practices in doctoral studies have often been overlooked, partly due to the assumption that advanced students face fewer language-related challenges. However, research on multilingualism in hypernormative academic contexts suggests that linguistic concerns persist even among the most educated. Multilingual doctoral students (MDSs) operate at the intersection of multiple linguistic and epistemic systems. In English-dominant, monoglossic environments, they must not only navigate the complexities of doctoral study but also reconcile competing linguistic and epistemic identities. This study explores the role of linguistic insecurity (LI) in MDSs' doctoral persistence through a mixed-methods design. The quantitative phase draws on survey data from 46 MDSs to examine the relationship between LI and doctoral persistence and whether mental costs (MC), writing time (WT), and epistemic insecurity (EI) mediate that relationship. The qualitative phase, based on semi-structured interviews with 10 MDSs, explored how students experience and interpret LI in relation to their academic progress. Although exploratory trends from descriptive statistics suggested that LI may influence MC, WT, and EI across STEM and Non-STEM fields, binary logistic regression and moderated mediation analyses revealed no significant direct or mediated effects of LI on persistence. However, the qualitative analyses contextualized some patterns. First, participants who felt linguistically insecure described experiencing heightened cognitive strain during academic tasks, particularly when suppressing non-dominant language features. While translanguaging alleviated this burden for some, insecure participants reported purposefully limiting its use due to habit and adherence to high language expectations. Second, academic writing was more time-intensive for insecure students than for secure students due to the need for extended writing preparation, self-monitoring, and efforts to emulate native-like academic language. Third, LI did not always correspond to epistemic insecurity; many participants demonstrated assurance in their ideas despite linguistic doubts. Persistence was not understood as overcoming linguistic insecurity or related challenges but rather as a deeply rooted personal, familial, and cultural commitment. For most participants, this commitment took shape and gained structure directly through language use. Finally, findings suggests that while LI may not directly impede doctoral progression, it imposes layered mental and epistemic costs that warrant deeper attention in doctoral education. Implications are discussed for curriculum design, graduate studies policy, and TESOL.

Comments

Copyright 2025 Germaine Tondji. https://proquest.com/docview/3240612185

Recommended Citation

Tondji, G. (2025). Linguistic (In) Security and Persistence in Doctoral Studies: A Mixed-Methods Study of the Impact of Metapragmatic Discourses on the Persistence of Multilingual Doctoral Students [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1732