Acculturation and Linguistic Ideology in the Context of Global Student Mobility: A Cross-Cultural Ethnography of Anglophone International Students in China

Autor/inn/en	Qiong Bai; Benjamin H. Nam; Alexander Scott English
Titel	Acculturation and Linguistic Ideology in the Context of Global Student Mobility: A Cross-Cultural Ethnography of Anglophone International Students in China
Quelle	In: Educational Review, 76 (2024) 6, S. 1620-1647Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qiong Bai) ORCID (Benjamin H. Nam) ORCID (Alexander Scott English)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2023.2285253
Schlagwörter	Forschungsbericht; Test; Fragebogen; Acculturation; English; Native Language; Language Attitudes; Stress Variables; Ethnography; Cross Cultural Studies; Student Mobility; Foreign Students; Expectation; Student Attitudes; College Students; Educational Experience; Chinese; Second Language Learning; Attitude Change; Cultural Awareness; Coping; Power Structure; Student Adjustment; Foreign Countries; China; United Kingdom; United States; Australia; New Zealand; Canada + Suchen Sie Ihr Suchwort? Akkulturation; English language; Englisch; Sprachverhalten; Ethnografie; Cultural comparison; Kulturvergleich; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Expectancy; Erwartung; Schülerverhalten; Collegestudent; Bildungserfahrung; China; Chinesen; Zweitsprachenerwerb; Attitudinal change; Einstellungsänderung; Cultural identity; Kulturelle Identität; Bewältigung; Adjustment; Adaptation; Ausland; Großbritannien; USA; Australien; Neuseeland; Kanada
Abstract	This cross-cultural ethnography explored the global student mobility patterns of international students from English-speaking countries in China and asked research questions about (a) their motivational factors and acculturation expectations before arrival; (b) linguistic factors influencing their acculturative stressors in the host group community's culture and its academic, social, and public systems after arrival; and (c) their reflections on intergroup ideologies with the host community after graduation, based on looking ahead. This study collected data through fieldwork by observing and interacting with approximately 80 individuals from the United Kingdom, the United States, Canada, Australia, and New Zealand in university towns in East China during the academic years from 2012 to 2023. In turn, 17 individuals who graduated before 2021 were selected as the final sample to conduct in-depth interviews. The study placed the concepts of acculturation expectations and intergroup ideologies at the nexus of linguistic hegemony, symbolic power, and social space. The overarching findings showed that despite positive motivations to visit China, language barriers led participants to express confusion, culture shock, anxiety, and perceived discrimination in their academic, social, and public domains. However, some participants who remained in China after graduation expressed their authentic voices regarding changes in attitude toward the host community culture and their heritage language. Therefore, this study focused on a different dimension of acculturation and linguistic ideology by examining how a linguistically and culturally dominant cohort faced acculturative challenges and negotiated to cope with their stressors in power dynamics. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04