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Author: Denise Carpenter Mussman
Publisher:
ISBN:
Category : Business education
Languages : en
Pages : 198
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Book Description
This study addresses the process of oral academic socialization that learners of a second language and culture undergo to succeed in disciplinary graduate courses. The participants were students from Mainland China and Taiwan pursuing an International Master of Business Administration (IMBA) degree at the University of Missouri-St. Louis (UMSL). Guided by social constructivist and language socialization theories, this ethnographic case study investigated factors that facilitated oral academic discourse socialization of speakers of Chinese. A group of eight IMBA Chinese and Taiwanese students studied their first academic year in their home country before transferring to study abroad in the U.S. to complete their graduate degree. After the beginning of their second semester of studies in the U.S., they shared their experience of adapting to oral academic discourse in the classroom and workplace over a period of eight months. The participants reflected on sociocultural differences in education, challenges they encountered, and coping strategies in their disciplinary studies through a second language and culture. Following the academic coursework, five of the same participants began an internship in St. Louis, of which they shared their challenges and strategies working in a second language and culture. They also reflected on how these experiences compared to their academic classes. Data were derived from focus groups, individual interviews, reflective journals, and field notes from class observations. Drawing on data analysis rooted in grounded theory, findings from transcripts and notes were triangulated. Open and axial coding were used to identify features and themes of the socialization process in academic and professional settings.
Author: Denise Carpenter Mussman
Publisher:
ISBN:
Category : Business education
Languages : en
Pages : 198
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Book Description
This study addresses the process of oral academic socialization that learners of a second language and culture undergo to succeed in disciplinary graduate courses. The participants were students from Mainland China and Taiwan pursuing an International Master of Business Administration (IMBA) degree at the University of Missouri-St. Louis (UMSL). Guided by social constructivist and language socialization theories, this ethnographic case study investigated factors that facilitated oral academic discourse socialization of speakers of Chinese. A group of eight IMBA Chinese and Taiwanese students studied their first academic year in their home country before transferring to study abroad in the U.S. to complete their graduate degree. After the beginning of their second semester of studies in the U.S., they shared their experience of adapting to oral academic discourse in the classroom and workplace over a period of eight months. The participants reflected on sociocultural differences in education, challenges they encountered, and coping strategies in their disciplinary studies through a second language and culture. Following the academic coursework, five of the same participants began an internship in St. Louis, of which they shared their challenges and strategies working in a second language and culture. They also reflected on how these experiences compared to their academic classes. Data were derived from focus groups, individual interviews, reflective journals, and field notes from class observations. Drawing on data analysis rooted in grounded theory, findings from transcripts and notes were triangulated. Open and axial coding were used to identify features and themes of the socialization process in academic and professional settings.
Author: Sue Wang
Publisher:
ISBN:
Category :
Languages : en
Pages : 221
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In recent years, researchers have started to address the under-researched issues of academic oral language development. However, up to now, there is still little research exploring the longitudinal oral academic language development of Chinese graduate students who pursue their studies at the post-secondary level in the Unites States. Representing the largest number of international students who learn English as a foreign language, Chinese students find themselves facing a significant challenge when English becomes the medium of instruction in their new academic community, not only for written but also for spoken tasks, the performance of which decides their academic success. By focusing on one particular oral activity--oral presentations--this study explores how Chinese graduate students are socialized into the academic community of which they are to become members, what language difficulties these students have, and how these students improve their language use during this discourse socialization process. This study is framed in language socialization theory, according to which, novices and children learn the culture of a community through its language, and they also learn to use the language appropriately in this process. Following a qualitative case study design, data were obtained on 9 students from multiple sources including interviews, documents, and presentation video samples over a course of a year to explore this continuous and dynamic process. Results indicated that Chinese graduate students' prior academic experience did not prepare them for this particular activity of oral presentations; and participants were socialized into the academic community through observations, peer support, expert assistance and practice. However, the socialization process for individual participants varied greatly depending on both their individual agency and assistance available to them. Oral presentations, as a complex activity, require the participants to learn the relevant culture embedded within it and to learn the appropriate language to perform the task. The study contributes to the language socialization theory by focusing on the Chinese graduate students in the United States context and contributes to the language socialization research methodology by employing systemic functional linguistics approach (SFL) as an analysis tool for longitudinal linguistic development. The findings will inform second language curriculum and instruction, particularly oral language instruction.
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Category :
Languages : en
Pages :
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Author: Christine Pears Casanave
Publisher: Routledge
ISBN: 1135660190
Category : Education
Languages : en
Pages : 295
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This work explores how writers from several different cultures learn to write in their academic settings, and how their writing practices intersect with their evolving identities as students and professionals in academic environments.
Author:
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Category :
Languages : en
Pages :
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This dissertation study reports the findings of a qualitative interview study examining the issues of international graduate students who pursue their graduate degrees in U.S.-based TESOL (Teaching English to Speakers of Other Languages) discourse communities. Through in-depth interviews with nine international graduate students, in four different U.S. institutions, this study explored international graduate students' perceptions of their respective TESOL graduate programs, and, their academic discourse socialization processes. Based on the notion of situated learning and critical discourse perspectives in TESOL education, the interview data were analyzed through inductive and interpretive analysis. The findings of this study reveal that the international graduate students' perceptions of their respective TESOL graduate programs were varied, depending on the availability of assistance, support, and equal opportunities. Furthermore, when they could relate what they learned, based on their personal experiences and their future teaching environments, their perceptions of their discourse communities were positive, and their academic discourse socialization processes progressed. Academic discourse socialization processes, however, were not only social and political, but also personal and individual. Nevertheless, this study found that international graduate students in the U.S.-based TESOL discourse communities do not simply embrace the practices and knowledge of their discourse communities, rather, they negotiate, resist, and strategize. The latter appeared specifically through their utilization of insiders' knowledge about their native EFL (English as a Foreign Language) contexts and cultures, and their own ESL (English as a Second Language) learner experiences in various academic activities. This study suggests that international graduate students are contributing members in TESOL discourse communities. They also have the potential to transform western-centered TESOL discourse communities into a more open and inclusive space for learning and exchanging ideas. Supportive environments of TESOL discourse communities are crucial for this to be accomplished.
Author: Helen Marriott
Publisher: Monash University ePress
ISBN: 0980361656
Category : Education
Languages : en
Pages : 289
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Summary: "Learning Discourses and the Discourses of Learning is an edited collection of papers exploring issues of teaching and learning in academic settings. The key theme of the volume is 'discourses' - especially as these relate to institutional policies, disciplinary practices and students' processes of learning in the academy. Particular attention is paid to the experiences of second-language students studying at Australian universities as well as those learning foreign languages in Australia. Employing a variety of methodologies and theoretical perspectives, the papers in Learning Discourses are unified by a focus on rich and socially situated empirical data. The book addresses issues highly pertinent to the dynamic character of contemporary higher education in Australia, one dominated by trends towards the internationalisation and professionalisation of university programs, and the growing intercultural nature of social and academic interactions. Part one covers issues of discourse and change, exploring processes of discourse acquisition and production in a range of disciplinary contexts, along with the nexus between academic and professional discourses. Part two deals with broader issues of the participation and socialisation of students in second-language-use situations, ranging from macro (social planning and policy) issues to the micro (interpersonal) level. Part three looks at the social mediation of foreign language learning covering a range of tertiary and secondary settings in Australia and has a particular focus on Japanese as a foreign language."--Publisher description.
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ISBN:
Category :
Languages : en
Pages :
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Author: Minseok Choi (Ph. D. in education)
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 0
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Although studies in higher education have paid attention to the complexities of learning disciplinary language and discourse, little attention has been given to learning professional discourse in a second language (L2). Recent studies on language socialization have addressed this gap by focusing on L2 students’ emerging communicative competence in disciplines. However, these studies have primarily paid attention to language and considered the role of embodied actions and objects peripheral in employing the field-specific practices. This dissertation aims to complement this prior research on disciplinary socialization and professional vision by incorporating those two lines of inquiry. This study addresses the following questions: (1) How does an instructor use imagination to engage novice students in disciplinary discourse? And (2) how do L2 students change how they use disciplinary discourse practices and spatial repertoires to construct their telling over time? Taking a language socialization approach, this semester-long video-enabled ethnographic study focuses on desk critiques, or repetitive one-on-one instructional conversations about student design, in a college architectural design studio as a locus of one’s learning and socialization. I recruited two instructors and two L2 international students as the focal participants for this study and video recorded all desk crit interactions between a focal instructor and student. To address the first research question, I mapped a desk crit using an advice-giving activity frame to understand how a desk crit is organized and how both parties mutually oriented each other within a crit. Within the schematized desk crit interaction with seven steps, I identified two steps, identifying a student’s design problems and offering advice to address the issues, when an instructor (Mr. J) embedded an imagined scenario in telling their design narrative to co-construct perception with their students. Then, using multimodal interaction analysis, I analyzed a collection of desk crit events and found Mr. J’s patterned way of using an imagined scenario in telling his design narrative as a professional designer. Using the notion of narrated event, I demonstrated how Mr. J demarcated the boundary of an imagined scenario to involve his students in his design narrative. Then, for the second research question, I employed a narrative activity frame to extend the unit of analysis to a series of desk crits and trace how a student changed the way they used the embedding practice in their design narrative. I examined how students used indexicals to indicate that their telling shifted to an imagined scenario through multimodal interaction analysis. Both students demonstrated the development of their communicative competence through their expanded spatial repertoires. Through a detailed description of each student's changes, I illustrated how they developed their distinctive spatial repertoires over time. This study complements the prior academic language socialization research by exploring an under-researched setting and providing each student’s learning trajectory in detail with empirical evidence of transformation. Examining both teacher’s practices and students’ learning over time occurring in desk crits, I also seek to discuss how teaching and learning are intertwined in an iterative activity and how teacher discourse can create learning opportunities for diverse students. Finally, this study demonstrates conceptual and methodological innovations by recontextualizing various concepts and expanding some notions to document what happens within and across events.
Author: Deniz Ortactepe
Publisher: Cambridge Scholars Publishing
ISBN: 1443843180
Category : Language Arts & Disciplines
Languages : en
Pages : 270
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The relationship between language and culture has been the focus of attention in the fields of anthropology, applied linguistics, sociolinguistics and sociology, especially in regard to the acquisition of language and negotiation of identity. Schieffelin and Ochs’ (1986) framework of language socialization, in this respect, has inspired a variety of research, each of which approaches individuals’ socialization processes from a different perspective. Second language (L2) acquisition research has also benefited from this framework to explore L2 learners’ linguistic and social development in the target language culture. This volume offers a new perspective to analyze L2 socialization. Since adult L2 learners have already acquired the norms and values of their native culture through first language socialization (Kecskes, 2002; Matsumura, 2001), their experience with the L2 leads to conceptual blending and restructuring of what they already have. Therefore, the present book talks about “conceptual socialization” (Kecskes, 2002), a theoretical framework that is proposed in this study to refer to the process that L2 learners go through in becoming members of the target language community. The aim of the study presented in this volume is to explore the process of conceptual socialization by investigating its impact on international students’ social and linguistic development. Both qualitative and quantitative methods were used to identify and explore the changes in the students’ social and linguistic repertoire. While there is a plethora of research on English as second language learners and short-term study abroad students within the field of applied linguistics and interlanguage pragmatics, the trajectories of long-term international students who pursue graduate degrees abroad remain untold. Considering the increasing number of international students in the US and the challenges awaiting them in the new sociocultural environment, this volume plays a substantial role in exploring the process that international students go through as a result of their conceptual socialization. The findings presented in this book will not only shed light on how international students become socialized into the target culture’s linguistic and sociocultural repertoires, but will also provide recommendations for the prospective international students so as to facilitate their conceptual socialization process.
Author: Mei-ching Ho
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 626
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