What is Wrong with Silence in Intercultural Classrooms? An Insight into International Students' Integration at a UK University

Autor/inn/en	Wang, Sihui; Moskal, Marta
Titel	What is Wrong with Silence in Intercultural Classrooms? An Insight into International Students' Integration at a UK University
Quelle	In: Journal of Comparative and International Higher Education, 11 (2019) 3, S.52-58 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	International Education; Higher Education; Student Mobility; Cultural Pluralism; Foreign Students; English (Second Language); Second Language Learning; Language of Instruction; Language Proficiency; Cultural Differences; Communities of Practice; Classroom Communication; Interpersonal Relationship; Case Studies; Graduate Students; Foreign Countries; Student Participation; Intercultural Communication; United Kingdom + Suchen Sie Ihr Suchwort? Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Kulturpluralismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; Kultureller Unterschied; Community; Klassengespräch; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Case study; Fallstudie; Case Study; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interkulturelle Kommunikation; Großbritannien
Abstract	The internationalization of higher education and growth of international student mobility make higher education classrooms culturally and linguistically more diverse than ever, especially among postgraduate students (Brown and Holloway 2008; Gu, Schweisfurth, and Day 2009; Yu and Moskal 2019). However, recent research reports a common tendency for international students to be silent in the Western English-medium classroom (Choi 2015; Zappa-Hollman and Duff 2015; Morita 2004), identifying language competence and cultural difference as two main barriers to participation (Zhou, Knoke, and Sakamoto 2005). International students often bring a different cultural understanding of classroom interaction norms and conventions (Dippold 2015). Grounded in the theoretical framework of "community of practice" (Lave and Wenger 1991), this paper perceives international students' verbal participation as a "dynamic, socially situated process" (Duff 2010, 169) and classrooms as communities, in which students develop "an evolving form of membership" as they "change in how they participate in a community through the multiple social relations and roles they experience" (Lave and Wenger 1991, 53). In short, this study investigates how community members interact with and adjust to each other in order to create an equal classroom atmosphere. (ERIC).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01