The identity (re)construction of international students in the process of academic literacy acquisition

Despite the growing number of international students in higher education, few studies have examined these students' struggles or ideological development process as they enter new communities of practice. This study uses longitudinal ethnographic and autoethnographic methods to examine the exper...

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Published in:Teaching in higher education 2021-05, Vol.26 (4), p.527-540
Main Author: Choi, Lee Jin
Format: Article
Language:English
Subjects:
Academic literacy acquisition
Foreign students
identities
ideological becoming
Ideology
international students
Literacy
South Korea
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description Despite the growing number of international students in higher education, few studies have examined these students' struggles or ideological development process as they enter new communities of practice. This study uses longitudinal ethnographic and autoethnographic methods to examine the experiences of three South Korean international graduate students at a U.S. university. Data included recorded conversations, reflective journals, personal journals, and computer-mediated communication collected during participants' second and third semesters in the graduate program. The data were analyzed to determine how participants construct, negotiate, and develop their ideologies and positions in the process of entering a new academic discourse community, relating and responding to various ideological discourses and power-laden labels imposed on them. Study findings highlight the dynamic nature of international students' academic literacy acquisition, and the complex process of their ideological becoming.
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source Taylor and Francis Social Sciences and Humanities Collection
subjects Academic literacy acquisition
Foreign students
identities
ideological becoming
Ideology
international students
Literacy
South Korea
title The identity (re)construction of international students in the process of academic literacy acquisition
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