Understanding the International Student's Experiences in a Multilingual University Context from a Sociolinguistic Perspective

Autor/in	Sung, Chit Cheung Matthew
Titel	Understanding the International Student's Experiences in a Multilingual University Context from a Sociolinguistic Perspective
Quelle	In: Research in Comparative and International Education, 17 (2022) 4, S.602-619 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sung, Chit Cheung Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999221111630
Schlagwörter	Foreign Countries; College Students; Foreign Students; Study Abroad; Student Experience; International Education; Self Concept; Language Proficiency; Inclusion; Empowerment; Language Attitudes; Ideology; Linguistic Competence; Multilingualism; Universities; Intercultural Communication; Brazil; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Studies abroad; Auslandsstudium; Studienerfahrung; Internationale Erziehung; Selbstkonzept; Language skill; Language skills; Sprachkompetenz; Inklusion; Sprachverhalten; Ideologie; Mehrsprachigkeit; Multilingualismus; University; Universität; Interkulturelle Kommunikation; Brasilien; Hongkong
Abstract	This paper takes a sociolinguistic perspective in understanding the international student's experiences in a multilingual university context. Drawing on a narrative inquiry approach, the present qualitative case study investigates a Brazilian Chinese international student's lived experiences of studying in a Hong Kong university, with particular attention to his identity construction in both in-class and out-of-class contexts and the role of language in shaping his dynamic identity construction. The findings suggest that the international student's language (in)competence appears to be closely intertwined with his identity construction in situated contexts, intersecting with his inclusion/exclusion and empowerment/marginalisation. The findings also reveal that multiple language ideologies mediate the impact of the international student's language (in)competence on his identity construction in various situated contexts. Taken together, the findings call attention to the complex and dynamic interaction between identity construction, language (in)competence and language ideology in advancing our understanding of the international student's experiences in a multilingual university context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01