From L1-Dominant Homes to an English-Dominant School: Domain Allocation and Linguistic (In)Security among Bilingual Boarding School Students in Japan

https://doi.org/10.65161/recES6lNrqa1v1rrM

This paper examines the extent to which a shift from an L1-dominant home environment to an English-medium school environment reshapes linguistic security and domain allocation among bilingual students aged 16–19 at an international boarding school in Japan. While previous research has explored these constructs independently, their interaction within boarding school contexts remains unexplored. This paper combines both quantitative survey data with qualitative semi-structured interview data, employing a mixed-methods case study design. This case study approach has been chosen for the research because it allows for insights relevant to broad discussions of bilingual language while enabling an in-depth examination of a bounded educational environment. Key findings suggest that domain allocation shifted markedly toward English across academic and social contexts, alongside the continued, though reduced, use of L1 in home-related domains. In addition, linguistic insecurity is more pronounced among students who lack access to a supportive speech community. This study contributes to the body of literature on bilingualism in educational contexts by addressing a previously unexplored intersection, highlighting the interaction of linguistic environment and language use. Results suggest potential implications for educational practices, particularly the value of fostering peer networks and community spaces that support minority language use in order to mitigate linguistic isolation.