Academic Literacy Socialization of First Year Doctoral Students in US: A Micro-Ethnographic Perspective

Autor/in	Seloni, Lisya
Titel	Academic Literacy Socialization of First Year Doctoral Students in US: A Micro-Ethnographic Perspective
Quelle	In: English for Specific Purposes, 31 (2012) 1, S.47-59 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-4906
DOI	10.1016/j.esp.2011.05.004
Schlagwörter	Academic Discourse; Socialization; Multilingualism; Doctoral Programs; Doctoral Degrees; Ethnography; Graduate Students; Second Language Learning; Intellectual Disciplines; Knowledge Level; Video Technology + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Socialisation; Sozialisation; Mehrsprachigkeit; Multilingualismus; Doktorandenprogramm; Doctoral degree; Doktorgrad; Ethnografie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Zweitsprachenerwerb; Geisteswissenschaften; Wissensbasis
Abstract	This study reports findings from a micro-ethnographic analysis of the academic literacy socialization of six multilingual students in the field of education as they progressed through their first-year of doctoral education. The main purpose of this study was to investigate the academic socialization processes that these multilingual students underwent while building academic knowledge and social relationships, and to gain an understanding of disciplinary knowledge in a second language. Data came from videotaped outside class discussions and student interviews over 1 year. This study's results suggest that socializing into the practices of academic discourse is a complex and multilayered process in which students collaboratively construct meaning and engage in interactive dialogs outside of their classrooms in order to learn how to become legitimate participants in their academic disciplines. The findings suggest that academic socialization in the first-year of a doctoral degree occurs in multiple spaces: in "initial contact frames" and "institutional academic spaces", and within an "academic culture of collaboration". These socialization spaces, in this study, provided students a 'safe house' in which they were empowered to challenge the academic practices they encountered in their first year and attempted to become reflective participants of the doctoral communities of their disciplines. (Contains 2 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10