African International Doctoral Students in New Zealand: Englishes, Doctoral Writing and Intercultural Supervision

Autor/inn/en	Doyle, Stephanie; Manathunga, Catherine; Prinsen, Gerard; Tallon, Rachel; Cornforth, Sue
Titel	African International Doctoral Students in New Zealand: Englishes, Doctoral Writing and Intercultural Supervision
Quelle	In: Higher Education Research and Development, 37 (2018) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2017.1339182
Schlagwörter	Foreign Students; Foreign Countries; Graduate Students; Writing (Composition); Doctoral Programs; English (Second Language); Second Language Learning; Educational Experience; Language Variation; African Languages; Native Language; International Education; Higher Education; Supervision; English for Academic Purposes; Interviews; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schreibübung; Doktorandenprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bildungserfahrung; Sprachenvielfalt; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Neuseeland
Abstract	While the experiences of international doctoral students, especially those from Asian countries, have been well researched, fewer studies have explored the experiences of African students in Southern countries like Australia and Aotearoa/New Zealand. This article reports on doctoral writing and student and supervisor perspectives on English languages in a small study of supervisors and African students in New Zealand. It challenges deficit constructions of African students and illustrates how the growing internationalisation of higher education is adding to the complexities of doctoral writing, raising questions as to how students and supervisors recognise and navigate differences in Englishes and doctoral writing. It makes a number of recommendations about how supervisors might work effectively with African and other doctoral students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01