Academics across Borders: Narratives of Linguistic Capital, Language Competence and Communication Strategies

Autor/inn/en	Gimenez, Julio; Morgan, W. John
Titel	Academics across Borders: Narratives of Linguistic Capital, Language Competence and Communication Strategies
Quelle	In: Globalisation, Societies and Education, 15 (2017) 1, S.68-95 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2014.937402
Schlagwörter	Communication Strategies; Foreign Nationals; College Faculty; Foreign Countries; Faculty Mobility; Linguistic Competence; Employment; Language Proficiency; English (Second Language); Second Language Learning; Skilled Workers; Personal Narratives; Interviews; Teacher Attitudes; Academic Achievement; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kommunikationsstrategie; Ausländer; Ausländerin; Fakultät; Ausland; Sprachkompetenz; Dienstverhältnis; Language skill; Language skills; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Facharbeiter; Erlebniserzählung; Interviewing; Interviewtechnik; Lehrerverhalten; Schulleistung
Abstract	This article reports on a study that examined the personal employment paths of six international academics at a British university. To complement previous accounts of difficult migration, it focuses on the successful experiences of such academics, in particular how proficiency in English facilitated their move into employment in higher education (HE), and the linguistic competences and communication strategies they deploy in their daily activities. The article identifies key factors that have facilitated to their academic achievements and contributes to the understanding of the benefits and consequences of skilled migration. In conclusion, it suggests workplace pedagogy and policy responses that could facilitate other international academics' successful experiences in the UK HE sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01