Literaturnachweis - Detailanzeige
| Autor/inn/en | Dippold, Doris; Heron, Marion; Gravett, Karen |
|---|---|
| Titel | International Students' Linguistic Transitions into Disciplinary Studies: A Rhizomatic Perspective |
| Quelle | In: Higher Education: The International Journal of Higher Education Research, 83 (2022) 3, S.527-545 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Dippold, Doris) ORCID (Heron, Marion) ORCID (Gravett, Karen) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0018-1560 |
| DOI | 10.1007/s10734-021-00677-9 |
| Schlagwörter | Foreign Students; Higher Education; Speech Skills; Academic Language; Learning Strategies; Foreign Countries; Self Esteem; United Kingdom |
| Abstract | This paper offers a reconceptualisation of international students' transitions into and through UK higher education. We present two case studies of students which explore their transitions in terms of their academic speaking skills from pre-sessional courses into their disciplinary studies. Students describe how the development of their confidence and performance in academic speaking was contingent on a number of factors and micro-moments, and how this progress into and within disciplinary studies often involved regression and discomfort. Nevertheless, they also talked of developing strategies to overcome challenges and the resultant learning. We argue that transitions to disciplinary studies in terms of academic speaking can be more helpfully understood as non-linear, fluid and rhizomatic. This study offers valuable insights for individuals and institutions to move away from a fixed student lifecycle perspective to consider instead how reciprocal, embedded and on-going support for international students may better reflect students' experiences. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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