Open Access

ARTICLE

Multilingual identity formation among African multilinguals: Evidence from Malagasy undergraduates

Yunfeng Xu¹, Weitao Chang^2,*

1 University International College, Macau University of Science and Technology, Macau, China
2 College of Liberal Arts, Journalism and Communication, Ocean University of China, Qingdao, China

* Corresponding Author: Weitao Chang. Email:

Journal of Psychology in Africa 2026, 36(4), 741-750. https://doi.org/10.32604/jpa.2026.079589

Received 29 March 2026; Accepted 22 June 2026; Issue published 31 August 2026

Abstract

This study investigates the factors and mechanisms underlying multilingual identity construction among Malagasy undergraduates. A mixed-methods survey design was employed with 226 Malagasy university students (mean age = 22.56 years; female = 65.49%). Data were collected using questionnaire measures and a multilingual Visual Analogue Scale. These data were analysed using structural equation modeling, and participants’ explanations were coded to capture subjective interpretations. The results showed that language experience and language beliefs were identified as primary predictors of multilingual identity. Self-concept and emotional factors showed additional contributions. Community beliefs were not directly associated with identity outcomes but exerted indirect effects through language beliefs and the language self. Participants’ accounts further clarified how these factors are interpreted in identity construction. Multilingual identity emerges from the interplay of linguistic, psychological, and social dimensions. The findings support a multidimensional framework of multilingual identity and offer implications for multilingual education.

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Keywords

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