Sense of Belonging and First-Year Academic Literacy

Autor/inn/en	Marshall, Steve; Zhou, Mingming; Gervan, Ted; Wiebe, Sunita
Titel	Sense of Belonging and First-Year Academic Literacy
Quelle	In: Canadian Journal of Higher Education, 43 (2012) 3, S.116-142 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Literacy; Foreign Countries; Multilingualism; Undergraduate Students; Academic Discourse; Student Surveys; Interviews; Student Attitudes; Student School Relationship; Writing Instruction; Cultural Pluralism; Teaching Methods; Social Influences; Cultural Influences; English (Second Language); Second Language Learning; Canada (Vancouver) + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Mehrsprachigkeit; Multilingualismus; Discourse; Diskurs; Schülerbefragung; Interviewing; Interviewtechnik; Schülerverhalten; Schüler-Lehrer-Beziehung; Schreibunterricht; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Einfluss; Cultural influence; Kultureinfluss; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	In this article, we analyze a broad range of factors that affect the sense of belonging of undergraduate students taking a first-year academic literacy course (ALC) at a multicultural, multilingual university in Vancouver, Canada. Students who fail to meet the university's language and literacy requirements are required to pass ALC before they can enrol in writing courses across the disciplines. Consequently, many of those students feel that they have yet to be accepted as fully legitimate members of the university community. We present data from a two-year, mixed-method study, which involved asking students in surveys and interviews about their sense of belonging, as well as analyzing their reflective writing samples for issues related to their sense of belonging. We found that the participants' perceptions of sense of belonging are multi-layered and context-dependent, relating to changes in time and space, classroom pedagogy, and other social, cultural, and linguistic factors. Implications for higher education are discussed. (Contains 2 tables, 4 figures and 4 notes.) (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://www.csshe-scees.ca/cjhe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10