Crossing Borders . . . Shifting Sands: An Investigation of Chinese Students' Study Experiences in the UK and China

Autor/in	Kaur, Kashmir
Titel	Crossing Borders . . . Shifting Sands: An Investigation of Chinese Students' Study Experiences in the UK and China
Quelle	In: Studies in Second Language Learning and Teaching, 9 (2019) 3, S.451-472 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Higher Education; Foreign Students; Self Concept; Study Abroad; Student Attitudes; Educational Experience; English (Second Language); Second Language Learning; Language of Instruction; Asians; Student Mobility; Chinese; College Students; Educational Environment; Foreign Countries; English for Academic Purposes; Language Usage; Communities of Practice; Engineering Education; China; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbstkonzept; Studies abroad; Auslandsstudium; Schülerverhalten; Bildungserfahrung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Asian; Asiat; Asiatin; Asiaten; Asiate; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; China; Chinesen; Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Sprachgebrauch; Community; Ingenieurausbildung
Abstract	In the current landscape of higher education in the UK, international students play a key role. It is an environment in which they not only cross borders physically but also transition through various identities as they develop their professional and linguistic confidence and skills to fully access and contribute to their programme of study and beyond. The aim of this paper is to outline the results of an empirical investigation into Chinese students' perceptions of their study experiences in the context of student mobility and English-medium instruction in higher education. It reports on a study of two groups of Chinese students--one group studying in an English-speaking environment, the other in their home country where instruction is delivered through the medium of English. Semi-structured focus group interviews were conducted at each site which focused on the transition of "crossing borders" for educational purposes. The data was analysed using thematic analysis (Clarke & Braun, 2016). The main finding was that both groups experienced remarkably similar learning issues, despite being located in very different learning environments and crossing different types of borders. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01