LANGUAGE, COMMUNICATION, AND IDENTITY IN EDUCATION

Abstract

The complex interactions of language, communication, and identity in educational settings are examined in this chapter. It looks at how language serves as a fundamental element in the creation of both individual and collective identities in addition to serving as a vehicle for the transfer of knowledge. The chapter emphasizes how students' linguistic repertoires reflect and form their identities, frequently intertwining with concerns of power, access, and inclusion in the classroom. It does this by drawing on interdisciplinary views, such as sociolinguistics, educational theory, and cultural studies. The importance of verbal and nonverbal communication in supporting or impeding identity expression and a sense of belonging in a variety of educational settings is emphasized. In this chapter, the ways that classroom practices, curricula, and educational policies can either affirm or marginalize students' linguistic and cultural backgrounds are critically examined. The use of language choice and code-switching as strategies for identity negotiation is highlighted in multilingual contexts. The chapter also examines the effects of digital communication tools, which have changed how students connect and show themselves. In the end, the chapter makes the case for a more inclusive and reflective method of teaching language use that acknowledges communication as a socially integrated process and identity as dynamic. In order to promote justice, engagement, and meaningful learning, it ends by providing educators with strategies for cultivating identity-affirming pedagogies.