Intercultural Experiences and Cultural Identity Reconstruction of Multilingual Chinese International Students in Germany

Autor/in	Maeder-Qian, Jingyue
Titel	Intercultural Experiences and Cultural Identity Reconstruction of Multilingual Chinese International Students in Germany
Quelle	In: Journal of Multilingual and Multicultural Development, 39 (2018) 7, S.576-589 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maeder-Qian, Jingyue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2017.1410161
Schlagwörter	Self Concept; Foreign Students; Student Attitudes; College Students; Asians; Foreign Countries; English (Second Language); Second Language Learning; Multilingualism; Language Usage; German; Chinese; Cultural Awareness; Intercultural Communication; Alienation; Cultural Differences; Germany + Suchen Sie Ihr Suchwort? Selbstkonzept; Schülerverhalten; Collegestudent; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Deutscher; China; Chinesen; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Entfremdung; Kultureller Unterschied; Deutschland
Abstract	The goal of this article is to examine intercultural experiences and the cultural identity reconstruction of Chinese international students in Germany by focusing on their cultural learning, and use of multiple languages including English as a lingua franca (ELF), German and Chinese. Three rounds of individual interviews over 1 year were conducted with 17 Chinese students in German universities assisted with emails as a supplementary method. The results of qualitative analysis of data indicate that despite the varying degrees of interculturality they displayed in their intercultural experiences, most participants foregrounded their core Chinese identity against other intercultural identities, and possible explanations for this were discussed. This study extends our understandings of cultural identities of border-crossing students in a broader range of contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01