"But I Learn More Bad Grammars When I Write to My Classmates": Acquiring Academic Literacies in a Multicultural Writing Class

Autor/in	Chen, Teresa
Titel	"But I Learn More Bad Grammars When I Write to My Classmates": Acquiring Academic Literacies in a Multicultural Writing Class
Quelle	In: Journal of International Students, 8 (2018) 2, S.638-658 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Grammar; Cultural Pluralism; Qualitative Research; Case Studies; Foreign Students; College Students; English (Second Language); Academic Discourse; Observation; Computer Mediated Communication; Transcripts (Written Records); Student Journals; Intercultural Communication; Student Adjustment; Student Participation; Student Attitudes; Cooperative Learning; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Grammatik; Kulturpluralismus; Qualitative Forschung; Case study; Fallstudie; Case Study; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Discourse; Diskurs; Beobachtung; Computerkonferenz; Studentenzeitung; Interkulturelle Kommunikation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Kooperatives Lernen
Abstract	This qualitative case study sought to understand the experiences of international college students who were involved in the acquisition of academic literacies (via an English-as-a-Second-Language writing class). Data sources included observation field notes; messages posted in an online discussion forum; transcripts of interviews with five focal students and their instructor; and student-level reflective journal entries. Findings were validated via the triangulation of multiple data sources. Several themes emerged from the analyses that are associated with academic adjustment and intercultural communication, including an energetic class that highly valued participation, conflicting student views on participation, and unvalued collaboration. Implications included the provision of instruction-related opportunities that enable students to explore the cultures and culturally diverse communication styles of their academic peers. (As Provided).
Anmerkungen	Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jistudents.submission@gmail.com; Web site: http://jistudents.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01