From the Most Spoken Mandarin to the Most Chosen English: Stories of International Chinese Students' Language Investment at a Rural Midwestern University

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Autor/in	Yan, Yutao
Titel	From the Most Spoken Mandarin to the Most Chosen English: Stories of International Chinese Students' Language Investment at a Rural Midwestern University
Quelle	(2022), (217 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Southern Illinois University at Carbondale
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-6448-0
Schlagwörter	Hochschulschrift; Dissertation; Foreign Students; English (Second Language); Second Language Learning; Acculturation; Self Concept; Language Skills; Language Usage; Socialization; Communities of Practice; Social Networks; COVID-19; Pandemics; Study Abroad; Beliefs; English for Academic Purposes; Cultural Differences; Teacher Role; Foreign Countries; China + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Akkulturation; Selbstkonzept; Language skill; Sprachkompetenz; Sprachgebrauch; Socialisation; Sozialisation; Community; Social network; Soziales Netzwerk; Studies abroad; Auslandsstudium; Belief; Glaube; Kultureller Unterschied; Lehrerrolle; Ausland
Abstract	The purpose of this study was to investigate international Chinese students' (ICS) English learning experiences at a rural Midwestern university. The study explored how ICS acculturated to a new learning environment which is dominated by English. The study also examined how ICS's investment in English was influenced by their (re)constructed identities as they participated in local communities. The study employed a language-as-a-social-practice framework to interpret ICS's learning English as an L2. ICS, in an increasingly globalized world, are expected to obtain linguistic and cognitive knowledge of English through which they help connect China to the Western world. They are also expected to participate in local target language communities in which they develop multilingual-and-multicultural consciousness to serve the larger global community. Meanwhile, second language socialization empowers ICS to exercise their multiple identities (e.g., linguistic, ethnic, social, cultural, and national identity) which can improve and enhance communicative competence in their professional social lives. A qualitative narrative inquiry was adopted as a research approach to address ICS's acculturative experiences and language investment stories. Five participants were interviewed in Zoom meeting rooms and observed during virtual activities due to the COVID-19 pandemic. A researcher reflective journal was added to support data collection because of the cultural proximity between the researcher and participants. Two cycles of data analysis were conducted to develop 4 main themes: 1) ICS's imagined communities, 2) L2 practice, 3) social networking, and 4) the influence of COVID-19. Research findings indicated that when in China, participants made study abroad decisions based on their imagination of English and the U.S. In the U.S., participants acculturated to an academic English discourse community but met with many difficulties (e.g., insufficient English proficiency and unfamiliarity with academic conventions). Their multiple identities were challenged when they initially participated in social interactions and socially networked within local communities. COVID-19 mitigation policies (e.g., stay-at-home, and social distancing orders) interfered with participants' L2 socialization. ICS were expected to socialize using English in various academic and local discourse communities. Their multiple identities were challenged when they crossed multiple borders to make meaning in American cultural contexts. This study encourages China's English educators to pay attention to language identity development and investment and to better prepare students for a multilingual and multicultural learning environment mediated by English. Findings also call for American educators to tailor their instruction to help ICS develop their transnational identities. Last, educators need to help ICS develop their multiple identities which can enable them to fulfill their language investment and achieve their learning goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01