Exploring the Academic English Socialization of International Graduate Students in Taiwan

Lan, Shu-Wen

doi:10.32674/jis.v8i4.229

Cited by 8 publications

(14 citation statements)

References 24 publications

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“…The neo-racism also reflects English language hegemony, which not only exists in English-speaking countries but also in non-English-speaking countries in Asia. Combining the neo-racism concept and community of practice framework, Lan (2018) interviewed 24 non-native English-speaking (NNES) international students in China and explored their academic English socialization process. Lan found that NNES students received differential welcome and treatment by the university community and negative perceptions of their English proficiency and nationalities.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…People who embrace neoracism believe that "they belong 'naturally' to the territory; have particular origins often with certain racial features in common; and are part of a certain horizontal comradeship" (Hervik, 2013, p. 47). In this study, we focus on the application of neo-racism toward international students (e.g., Jiang, 2018;Lan, 2018;Lee, 2020;Yao, 2018) to explore the systematic oppression against international students. As Lee and Rice (2007) proposes:…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Unidirectional or inclusive international education? An analysis of discourses from U.S. international student services office websites.

Wang¹,

Sun²

2022

Journal of Diversity in Higher Education

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Over the past three decades, the internationalization of higher education has evolved from a marginal position to a central focus for higher education institutions worldwide (Knight & de Wit, 2018). International students, as important actors in internationalization, contribute to academic, cultural, economic, and technological developments, and global competency and reputation of the destination countries and universities. Although internationalization and international student engagement have been addressed in universities' diversity, equity, and inclusion goals, few researchers have examined U.S. universities' organizational attitudes and underlying assumptions toward their international students. Through a combination of neo-racism and critical discourse analysis frameworks, we purposefully selected 10 public and private national universities with a broad geographic distribution and analyzed their website discourses of support in academic, social, and cultural adjustments provided for international students and discuss the promotion of intercultural awareness for both domestic and international students. Findings show that despite a relatively high level of intercultural awareness in supporting international students presented in some universities, more provide limited support and present deficit thinking and even overt discriminative discourses on international students. We argue the need for two-directional communications and understandings over one-directional demands and expectations from universities to students in the globalized era. Findings also reveal the necessity for universities to promote intercultural awareness, implement more inclusive university policies, and improve their support for international students.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Unidirectional or inclusive international education? An analysis of discourses from U.S. international student services office websites.

Wang¹,

Sun²

2022

Journal of Diversity in Higher Education

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“…Suspitsyna (2012) researched the narratives of international students and found how those narratives reflected perceptions of international graduate students towards their host departments and the ideas they developed in their home countries. In another study, Lan (2018) examined academic English socialization of non-native English-speaking graduate students in Taiwan through semi-structured interviews and reported that participants successfully socialize into their academic communities following a period where they experience challenges including negative perceptions towards their English accents, and a lack of interaction with their Taiwanese counterparts.…”

Section: Literature Reviewmentioning

confidence: 99%

The Role of a Writing Center in Academic Writing Socialization of Second Language Graduate Students

Solmaz

2021

Acta Educationis Generalis

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Introduction: The present study aims to investigate second language graduate students’ academic writing socialization in relation to their experiences at writing center in North American higher educational context. The study documents how graduate students are socialized to use academic language in order to participate effectively within their academic communities by employing Weidman, Twale, and Stein’s (2001) framework for Graduate and Professional Student Socialization. Methods: The data is collected through semi-structured interviews with five graduate students who had experience visiting writing center to receive support for their academic writing. The data was analyzed based on the tenets of thematic analysis, which followed an iterative process. Results: It was revealed that second language graduate students’ reasons for visiting the Campus Writing Center included their educational background, field of study, and their first language(s). It was also shown that all participants expected revision on their grammatical errors as well as feedback on global areas such as idea development and organization during their visits. Furthermore, the analysis indicated that the participants gained both positive and negative experiences from the tutoring sessions, while it was found that writing center was not the only resource our participants relied on for the development of their academic writing. Discussion: There are various factors influencing and contributing to second language graduate students’ development of writing socialization within academic community. It is a challenging task for students from other educational and cultural backgrounds to adapt and socialize into new environments, especially in the academic community of higher education. Therefore, the support from writing service and writing development programs/workshops that are tailored to the specific needs of second language graduate students would be one helpful resource to help them go smoothly through the process of second language academic writing socialization. Given that second language graduate students generally benefited from a strong supervision and supportive feedback, and appreciated them as reported in the literature, it is also important to survey international students’ academic enculturation experiences periodically in terms of areas such as writing, speaking and participation in scholarly activities, faculty mentorship and offer feedback-support to overcome issues reported by students. Limitations: The number of participants and the lack of students’ academic text investigation were noted as limitations of the study. It is suggested that further research incorporates various sources of data collection such as tutor’s perspectives and the analysis of participants’ texts. Conclusions: It was concluded that writing center played an important role in academic writing socialization experiences of the participants, and there were various factors influencing and contributing to their academic writing socialization. Overall, it was concluded that the developmental processes into academic writing in second language were non-linear, dynamic, and multimodal.

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“…In the last decades, second language learning theories have shifted from a structuralist perspective to poststructuralist lens, leading to a view that second language learning is a form of participation and construction of a self rather than seeing it as a form of linguistic-descriptive memorization (Pavlenko & Lantof, 2000). This case is true in a context of higher education in English-speaking countries, where international students participate and negotiate their identities in the university classroom activities (Lan, 2018;Morita, 2004;Sung, 2017). With this in mind, it is of importance to explore the identity construction and classroom participation of international students studying in the Englishmedium universities.…”

Section: Introductionmentioning

confidence: 99%

Identity Construction and Classroom Participation Of An Indonesian Graduate Student In An Australian University

Ubaidillah¹,

Widiati²

2022

JEELS

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This narrative study explores identity construction and classroom participation of an Indonesian female student who attended a master’s program in TESOL in an Australian university. Grounded from identity and investment frameworks (Norton, 2000) and situated learning theory (Lave & Wenger, 1991), the study specifically probes into the changing identity construction across time shaped by the participant’s involvement in the community of practice. Data analysis followed Polkinghorne’s (1995) categorical procedure and Connelly and Clandinin’s (2006) three-dimensional space of narrative inquiry. The findings portray gradual and complex identity construction mediated by the participant’s agentive classroom participation. It was also found that the participant’s identity evolved across time together with a movement from peripheral to full participation. This study informs that L2 learning is dependent on social, emotional, cultural, and situated practices depicted in L2 learner’s classroom participation. It also highlights the need for incorporating narrative inquiry to understand multiple, subjective, and conflicting values in L2 learning and other educational contexts.

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Exploring the Academic English Socialization of International Graduate Students in Taiwan

Cited by 8 publications

References 24 publications

Unidirectional or inclusive international education? An analysis of discourses from U.S. international student services office websites.

Unidirectional or inclusive international education? An analysis of discourses from U.S. international student services office websites.

The Role of a Writing Center in Academic Writing Socialization of Second Language Graduate Students

Identity Construction and Classroom Participation Of An Indonesian Graduate Student In An Australian University

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