Language Socialization and Identity in Intercultural Communication: Experience of Chinese Students in a Transnational University in China

Autor/inn/en	Ou, Wanyu Amy; Gu, Mingyue Michelle
Titel	Language Socialization and Identity in Intercultural Communication: Experience of Chinese Students in a Transnational University in China
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 3, S.419-434 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ou, Wanyu Amy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1472207
Schlagwörter	Socialization; Second Language Learning; Second Language Instruction; English (Second Language); Cultural Differences; International Education; Higher Education; Self Concept; Ethnography; College Students; Power Structure; Educational Environment; Foreign Countries; Multilingualism; Sociolinguistics; Peer Relationship; Native Speakers; Student Attitudes; China + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbstkonzept; Ethnografie; Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Mehrsprachigkeit; Multilingualismus; Soziolinguistik; Peer-Beziehungen; Muttersprachler; Schülerverhalten
Abstract	This qualitative study investigates the language socialization experiences and identity construction of a group of Chinese students when they interact with their international peers, in a transnational university in China. This study is informed by the recent critical ethnographic sociolinguistics studies (e.g. Blommaert 2010), language socialization (Duff 2007; Schieffelin and Ochs 1986), and the post-structuralist conceptualization of identity (Norton 2000). Drawing on interview and observation data, this study finds an asymmetrical power relationship between Chinese students and their native-English-speaking peers in conversations, which precipitates the separation of the two groups on campus and pushes Chinese students into a vulnerable ESL speaker positioning. This study indicates that the asymmetrical power relationship, in spite of its existence, tends to be hidden under the cloak of intercultural difference and taken as a natural and granted convention. Moreover, the findings suggest that the intercultural communication in this transnational higher education context provides a space for reciprocal language socialization in which the Chinese students are empowered to construct a multilingual Chinese identity, which opens up possibilities to interculturalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01