Language Investment during University Adjustment: The Divergent Path of Two International Chinese Freshmen

Autor/in	Crowther, Dustin
Titel	Language Investment during University Adjustment: The Divergent Path of Two International Chinese Freshmen
Quelle	In: Journal of Language, Identity, and Education, 19 (2020) 4, S.275-289 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crowther, Dustin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1672075
Schlagwörter	College Freshmen; Student Adjustment; Foreign Students; Social Adjustment; Language Proficiency; English (Second Language); Second Language Learning; Student Attitudes; Correlation; Student Characteristics; Study Abroad; Cultural Awareness; Occupational Aspiration; Rejection (Psychology); Peer Acceptance; Social Integration; Student College Relationship; High Schools; Comparative Analysis; Asians; English for Academic Purposes; Second Language Instruction + Suchen Sie Ihr Suchwort? Studienanfänger; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Anpassung; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Korrelation; Studies abroad; Auslandsstudium; Cultural identity; Kulturelle Identität; Berufsneigung; Berufsziel; Ablehnung; Soziale Integration; High school; Oberschule; Asian; Asiat; Asiatin; Asiaten; Asiate; Fremdsprachenunterricht
Abstract	International students encounter academic and social adjustments different than those of their domestic peers. Of particular concern is language proficiency, specifically students' investment in continual language development throughout university study. In the current article, I present a comparative case study of two Chinese freshmen (Jenn, Angela) completing university study in the United States. Each participant completed seven individual, 60-minute interviews over the course of their first year of study. Through an analysis of narrative approach, I establish a complex interaction between Jenn's and Angela's past (U.S. high school study abroad) and current (university) academic and cultural experiences and future expectations (professional goals). Jenn's perception of high school belonging led to high integration into the university community. Angela's perception of rejection by her American peers strengthened her connection to the local Chinese community. This contrast in communal acceptance fostered opposing levels of language investment, with only Jenn intent on pursuing further opportunities in the target community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01