International Students in Australia: Read Ten Thousand Volumes of Books and Walk Ten Thousand Miles

Autor/inn/en	Arkoudis, Sophie; Tran, Ly Thi
Titel	International Students in Australia: Read Ten Thousand Volumes of Books and Walk Ten Thousand Miles
Quelle	In: Asia Pacific Journal of Education, 27 (2007) 2, S.157-169 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Foreign Students; Asians; Student Experience; Student Adjustment; Language Teachers; Masters Programs; Graduate Students; College Faculty; Graduation Requirements; Academic Degrees; Academic Discourse; Australia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Studienerfahrung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Language teacher; Sprachunterricht; Magister course; Magisterstudiengang; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fakultät; Abschlussordnung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Discourse; Diskurs; Australien
Abstract	A number of international students, predominately from Asian countries, are present in universities in the UK, United States, and Australia. There is little research exploring their experiences as they negotiate the disciplinary requirements of their courses. This paper investigates students' agency as they write their first assignment for their Master's of Teaching English to Speakers of Other Languages course and the academics who teach them. Talk around texts and the positioning theory are used to analyse the data. It is argued that the students demonstrate strategic agency, which allows them to better understand the academic requirements of their disciplines. The analysis reveals the complexities involved in international students' adaptation to disciplinary discourse and the implications for teaching and learning in higher education. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10