Chinese Overseas Doctoral Student Narratives of Intercultural Adaptation

Autor/inn/en	Ye, Lily; Edwards, Viv
Titel	Chinese Overseas Doctoral Student Narratives of Intercultural Adaptation
Quelle	In: Journal of Research in International Education, 14 (2015) 3, S.228-241 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/1475240915614934
Schlagwörter	Graduate Students; Personal Narratives; Student Attitudes; Acculturation; Asians; Self Concept; Foreign Students; Coping; Personal Autonomy; Creativity; English (Second Language); Second Language Learning; Foreign Countries; Semi Structured Interviews; United Kingdom + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Erlebniserzählung; Schülerverhalten; Akkulturation; Asian; Asiat; Asiatin; Asiaten; Asiate; Selbstkonzept; Bewältigung; Individuelle Autonomie; Kreativität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Großbritannien
Abstract	This study aims to explore how Chinese overseas doctoral students adjust to a different academic, social and cultural environment, using Giddens' theoretical framework of self-identity. The findings indicate the participants proactively used various coping strategies in meeting challenges and adapting to new social environments. Continuity and stability of self-identity were achieved either culturally or academically through self-reflexivity, autonomy, creativity, authenticity and reliance on an ontological identity. The results challenge the grand narrative of essentialised "problematic Chinese learners". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01