An Autoethnographic Study of Identity and Literacy Development in a Second Language: A Rendition of an International Graduate Student's Travails

Autor/in	Tezeller Arik, Beril
Titel	An Autoethnographic Study of Identity and Literacy Development in a Second Language: A Rendition of an International Graduate Student's Travails
Quelle	(2016), (345 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Purdue University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3690-6280-9
Schlagwörter	Hochschulschrift; Dissertation; Ethnography; Self Concept; Foreign Students; Graduate Students; Socialization; Literacy; Second Language Learning; Academic Discourse; English (Second Language); English for Academic Purposes; Student Attitudes; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ethnografie; Selbstkonzept; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Socialisation; Sozialisation; Alphabetisierung; Schreib- und Lesefähigkeit; Zweitsprachenerwerb; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Using autoethnographic and narrative inquiry, this dissertation investigates the identity and literacy development of an international graduate student in the US. The research questions explored in this study are 1) What kind of identity work does becoming an international graduate student entail? 2) What are the academic literacy practices of an international graduate student? and 3) How do the identities and literacy practices of an international graduate student change contextually and over time? The findings illustrated that the identities and literacy practices in graduate school were multiple, heterogeneous, dialogic, situated, and dynamic. The findings indicated that the development of both identities and literacy practices in graduate school requires a considerable amount of interaction with others---people and texts---and that these interactions are the primary factor underlying disciplinary socialization. The findings showed that subjective evaluations about these interactions could fundamentally shape academic socialization. The study also points out the significance and necessity of studying academic socialization from particular emic perspectives of individuals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01