Yueh-Ching Chang

With the rise in the number of international students (ISs) in many Asian universities, some recent research has investigated ISs’ linguacultural experience in the new Asian educational hubs. Current research has shown that while English is used as the de facto academic lingua franca in many of these hubs, the local language of the host nation also plays critical roles in shaping ISs’ social and academic interaction in multilingual Asian universities. Nevertheless, in most studies, ISs were generally positioned as a homogeneous group, dismissing the idiosyncrasies in their historical and sociocultural backgrounds. Informed by multilingualism (Kramsch, 2009) and the theory of identity and investment (Darvin & Norton, 2015), this study adopted a qualitative case study methodology to investigate the multilingual development of a male, doctoral Vietnamese international student in a Taiwanese university where English and Chinese are the academic lingua francas. Data were collected through interviews, reflection journals, social media posts, and relevant documents. Findings of the study illuminate how capital, ideologies, and identities work in tandem to shape the participant’s multilingual development in a Taiwanese university. These findings invite educators to challenge the hegemony of monolingualism and cultivate multilingual users in the globalized world.

With the rise in the number of international students (ISs) in many Asian universities, some recent research has investigated ISs’ linguacultural experience in the new Asian educational hubs. Current research has shown that while English is used as the de facto academic lingua franca in many of these hubs, the local language of the host nation also plays critical roles in shaping ISs’ social and academic interaction in multilingual Asian universities. Nevertheless, in most studies, ISs were generally positioned as a homogeneous group, dismissing the idiosyncrasies in their historical and sociocultural backgrounds. Informed by multilingualism (Kramsch, 2009) and the theory of identity and investment (Darvin & Norton, 2015), this study adopted a qualitative case study methodology to investigate the multilingual development of a male, doctoral Vietnamese international student in a Taiwanese university where English and Chinese are the academic lingua francas. Data were collected through interviews, reflection journals, social media posts, and relevant documents. Findings of the study illuminate how capital, ideologies, and identities work in tandem to shape the participant’s multilingual development in a Taiwanese university. These findings invite educators to challenge the hegemony of monolingualism and cultivate multilingual users in the globalized world.

While much existing literature has shed light on the linguistic experience of Asian international students (ISs) in Anglophone contexts where English is the primary language for academic learning as well as for their social life outside the classroom, little research has explored Asian ISs' English use in a non-Anglophone context where both English and the local language are advocated as the academic lingua franca. Informed by the recent theoretical evolution of English as a lingua franca (ELF), which foregrounds the multilingual nature of communication in a super-diverse world (Jenkins, 2015), this research examines ISs' experience of using English as a multilingua franca (EMF) in their social and academic interaction at an internationalized university in Taiwan-a non-Anglophone country where English is frequently, but not always, used as the contact language. Drawing from a qualitative methodology, data were collected through background questionnaires and semi-structured interviews with four ISs and were analyzed inductively to map out the ISs' EMF interaction with their peer students and university faculty. The analysis shows that these ISs were able to creatively utilize their multilingual and multimodal repertoire to achieve mutual understanding and comity. Furthermore, they manifested an intercultural awareness in their EMF communication as they were able to strategically manage their language use to accommodate their interactants' language proficiency, personal backgrounds, and ideologies. These findings invite TESOL educators to expand learners' communicative repertoire and cultivate multi-semiotic language users to facilitate the interaction of the diverse student demographics brought by the internationalization of higher education.

California Community College Collaborative (C4) Community College Policy Research John S. Levin, editor Issue 2 Fall 2008 personal achievement and advancement (Attewell, Lavin, Domina, & Levey, 2006; Perin, 2005). Policy emphases have viewed Basic Skills or Developmental Education as providing students with the academic skills necessary to cope with college‐level academic work and complete a program or credential such as a college degree (Kozeracki, 2005). Historically, students who were perceived to lack the basic skills necessary to persist in college‐level coursework were termed “remedial” or “basic skills” students (Moss & Yeaton, 2006, p. 216). A deficit model of education—whereby instructors sought to provide students with the skills and knowledge they lacked—was put into place at many institutions (Arendale, 2005; Boylan, Bonham, & White, 1999). As theories of student development and retention became more prominent in education, however, deficit models of remedial education b...

... Elizabeth M Cox Elizabeth M Cox+Elizabeth+M++elizabeth.cox@ucr.edu Kisker, Carrie Kisker Carrie Kisker+Carrie+++carriekisker@yahoo.com Cerven, Christine Cerven Christine Cerven+Christine+++ccerv006@student.ucr.edu Haberler, Zachary Haberler Zachary Haberler ...

We guess there would be little debate among educators that a key goal in the schooling process is to help students to thrive academically as they grow into the life around them (to take a phrase from Vygotsky [1978]), and, as individuals with their own sets of experiences, to find in their classes supportive places to do so. Debate occurs when we ask what students need to learn, and how they need to be learning, in order to achieve these goals. The debate isn't new, and it drives such language and literacy concerns as what counts as "academic" as students develop as language users in school-what topics are worth discussing for students and what ways of discussing are worth spending time on (Sperling & DiPardo, 2008). While such debate may sometimes seem a relative luxury for students already conversant with the social and academic practices of the society in which they live and learn, it is hardly so for second-language (L2) students who are new to the society in which...

While much existing literature has shed light on the linguistic experience of Asian international students (ISs) in Anglophone contexts where English is the primary language for academic learning as well as for their social life outside the classroom, little research has explored Asian ISs' English use in a non-Anglophone context where both English and the local language are advocated as the academic lingua franca. Informed by the recent theoretical evolution of English as a lingua franca (ELF), which foregrounds the multilingual nature of communication in a super-diverse world (Jenkins, 2015), this research examines ISs' experience of using English as a multilingua franca (EMF) in their social and academic interaction at an internationalized university in Taiwan-a non-Anglophone country where English is frequently, but not always, used as the contact language. Drawing from a qualitative methodology, data were collected through background questionnaires and semi-structured interviews with four ISs and were analyzed inductively to map out the ISs' EMF interaction with their peer students and university faculty. The analysis shows that these ISs were able to creatively utilize their multilingual and multimodal repertoire to achieve mutual understanding and comity. Furthermore, they manifested an intercultural awareness in their EMF communication as they were able to strategically manage their language use to accommodate their interactants' language proficiency, personal backgrounds, and ideologies. These findings invite TESOL educators to expand learners' communicative repertoire and cultivate multi-semiotic language users to facilitate the interaction of the diverse student demographics brought by the internationalization of higher education.

Author(s): Chang, Yueh-ching | Advisor(s): Sperling, Melanie | Abstract: Focusing on the process of learner socialization among Second Language (L2) students, this dissertation investigates one key aspect of this socialization process--the role of student identities in a school-based online language learning activity. Although the integration of online technology is gaining popularity in L2 classrooms for developing L2 students' electronic literacy while cultivating their language skills, research in this area has seldom considered the issue of identity in relation to L2 students' participation and interactional patterns in formal online language learning. Drawing on Gee's theory of Discourse and identity, which conceptualizes identity as multiple, dynamic, and contextually situated, the study asked three research questions: a) what are the dominant norms and values that the institution attempts to socialize the ESL students into, b) how do the diverse discourses that L2...

This article explores the potential of YouTube as a third space in which second/additional language learners negotiate for alternative identities. Although burgeoning research has illuminated how language learners are able to expand their identities and communicative repertoire through various digital media, relatively little attention has been paid to how video-sharing websites provide learners with discursive spaces that might differ from text-based online communities. Drawing on Gee’s (2000–2001) identity framework, our qualitative content analysis (Hsieh and Shannon, 2005) examines 116 videos from three popular YouTube channels hosted by Chinese as an additional language (CAL) learners expatriating in Taiwan. The findings indicate that by utilizing mixed semiotic tools and interactional opportunities afforded by YouTube, the video hosts are able to showcase their transnational experiences and construct alternative discourse identities vis-à-vis traditionally less powerful identities such as subjugated foreigners and CAL learners.

While research in L2 language and literacy in academic contexts has shed light on learning language per se (e.g., students' development of syntactic complexity), classroom situations, in which ESL students engage in English and make it meaningful to them, have received far less attention. With a sociocultural perspective, this qualitative case study examined the discursive practices of a face-to-face community college ESL classroom and of its online discussion forums. We found that the discourse in the face-to-face classroom tended to prioritize shaping students' academic knowledge and identity, pushing aside knowledge and identities that were peer-or life-world based. In contrast, the online forums afforded discourses through which students displayed peer-based, life-world, and academic knowledge and identities, while negotiating responses to academic assignments. The study suggests that classroom-based online forums can provide a space for the legitimate display of students' nonacademic discourses in the service of academic work. We guess there would be little debate among educators that a key goal in the schooling process is to help students to thrive academically as they grow into the life around them (to take a phrase from Vygotsky [1978]), and, as individuals with their own sets of experiences, to find in their classes supportive places to do so. Debate occurs when we ask what students need to learn, and how they need to be learning, in order to achieve these goals. The debate isn't new, and it drives such language and literacy concerns as what counts as " academic " as students develop as language users in school—what topics are worth discussing for students and what ways of discussing are worth spending time on (Sperling & DiPardo, 2008). While such debate may sometimes seem a relative luxury for students already conversant with the social and academic practices of the society in which they live and learn, it is hardly so for second-language (L2) students who are new to the society in which they are expected to grow and succeed. While research in L2 language and literacy learning in academic contexts has shed light on any number of phenomena related to language per se, from the development of syntactic complexity to the use of varied discourse structures (e.g., Schleppegrell & Colombi, 2002), the range of classroom situations in which ESL students new to the United States engage in English and make it meaningful to them has received far less attention (Duff, 2010).