International Students: Language, Culture and the 'Performance of Identity'

Autor/in	Bond, Bee
Titel	International Students: Language, Culture and the 'Performance of Identity'
Quelle	In: Teaching in Higher Education, 24 (2019) 5, S.649-665 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2019.1593129
Schlagwörter	Foreign Students; Graduate Students; Student Attitudes; English for Academic Purposes; Identification (Psychology); Self Concept; Cultural Context; Student Adjustment; Foreign Countries; Intervention; Summer Programs; Second Language Learning; English (Second Language); Student Experience; Transformative Learning; Intellectual Disciplines; Asian Culture; Student Empowerment; United Kingdom (Leeds); United Kingdom (England) + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Selbstkonzept; Adjustment; Schüler; Schülerin; Adaptation; Ausland; Sommerkurs; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Studienerfahrung; Pädagogische Transformation; Geisteswissenschaften; Studienberechtigung
Abstract	This paper examines the multiple, intersecting identities expressed by international taught-post graduate students who are studying in a culture and language that is not their own. The study presented includes the collection of data around and beyond a planned pedagogical intervention on a pre-sessional EAP programme. The data were thematically analysed. Conflicting and intersecting identities emerged around themes of: performative, representational and core identities; international, national and individual identity; troublesome and transformative knowledge; power, agency and choice. These interwove with key underlying pre-occupations: language development; disciplinary knowledge and societal structures. By focussing on identity studies alongside the language and culture of academic contexts, international students developed an understanding of, and reflexivity around, their position within UK HE contexts. I argue this focus eased transition into a new study environment and allowed students to both better access the taught and hidden curriculum, and to understand their resistance to it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01