"It's All about Give and Take," or Is It?: Where, When and How Do Native and Non-Native Uses of English Shape U. K. University Students' Representations of Each Other and Their Learning Experience?

Autor/in	Henderson, Juliet
Titel	"It's All about Give and Take," or Is It?: Where, When and How Do Native and Non-Native Uses of English Shape U. K. University Students' Representations of Each Other and Their Learning Experience?
Quelle	In: Journal of Studies in International Education, 13 (2009) 3, S.398-409 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315308329788
Schlagwörter	Foreign Countries; Native Speakers; English (Second Language); Identification; Learning Experience; Empathy; Social Justice; Interpersonal Relationship; Sociolinguistics; Foreign Students; Language Proficiency; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Identifikation; Identifizierung; Lernerfahrung; Empathie; Soziale Gerechtigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziolinguistik; Language skill; Language skills; Sprachkompetenz; Großbritannien
Abstract	In this article the author draws on a larger project related to university internationalisation as represented by student voices to explore the part native and non-native speaker uses of English, as a marker of identity and legitimacy, play inside and outside formal curriculum delivery. Through the analysis of student voice constructions of difference, ambiguity is identified in response to non-native speakers of English. When discussing assessed and informal group tasks, non-native speakers' communicative English and identities are generally represented as an obstacle to learning and task achievement. Yet removed from such tasks, respect for non-native speakers of English underpinned by empathy for the difficulties they face and admiration for their sociolinguistic prowess come to the fore. Through the reading of student voice data inconsistencies are also identified in university practice, which should be addressed if principles of social justice are to be upheld. (Contains 1 note and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10