The Writing Center and International Students in a Japanese University: A Language Management Perspective

Autor/in	Okuda, Tomoyo
Titel	The Writing Center and International Students in a Japanese University: A Language Management Perspective
Quelle	In: Higher Education Research and Development, 39 (2020) 4, S.778-791 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Okuda, Tomoyo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1693515
Schlagwörter	Foreign Students; Academic Language; Graduate Students; Universities; Japanese; Second Language Learning; Second Language Instruction; Foreign Countries; Student Needs; Comparative Analysis; Administrator Attitudes; Writing (Composition); Student Attitudes; Teacher Attitudes; Writing Improvement; Educational Objectives; Educational Philosophy; Teacher Role; Writing Instruction; Socialization; Language Planning + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; University; Universität; Japaner; Japanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schreibübung; Schülerverhalten; Lehrerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Lehrerrolle; Schreibunterricht; Socialisation; Sozialisation; Sprachwechsel
Abstract	One of the institutional challenges of taking in large numbers of international graduate students is supporting their academic literacy skills. To accommodate a large population of international students, Japanese universities offer various services to support their academic studies and life-related issues, such as hiring international student advisors, offering Japanese language courses, and implementing peer-support programs. As a type of academic support for writing for international students, writing centers have caught the attention of universities in the last decade. To examine the institutional role of the writing center at a Japanese university, this study employs a language management lens to compare the beliefs and interests among administrators, tutors, and international students in improving international students' Japanese writing. Interviews with the three groups of participants displayed incongruences between the administrators' interests aligned with institutional goals, the educational philosophy of the writing center, and international students' language learning needs. The findings point to the tutors' crucial role as language specialists who inform organized language management, and the necessity for collaboration between academic support units and faculty members in providing sufficient academic socialization environments for international students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01