Research on ethnic Chinese students studying in a Western (New Zealand) learning environment exposed differences in communication and learning between their first culture and the host culture. Thirteen ethnic Chinese students in a New Zealand university business school participated in an 18-month ethnographic study. The findings indicate that these students were not prepared for the dialogic nature of classroom communication, which created difficulties in listening, understanding, and interacting. Written assignments embodied different expectations of writing styles, and understandings of critical analysis and plagiarism. The findings raise challenges for teachers in responding to difference rather than deficit approaches to teaching and learning, for ethnic Chinese students to be better prepared for the new learning environment, and for host institutions and local students to find ways of developing diversity awareness and appreciation.

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This paper reports findings from an AHRC-funded project into the use of more than one language in research projects. Using 35 seminar presentations and 25 researcher profiles, we investigated how researchers from differing disciplines became aware of the possibilities, complexities, and emerging practices of researching where more than one language is used: for example, in initial research design, literature reviews, consent procedures, data generation and analysis, and reporting. Our analysis also revealed some of the challenges that researchers face regarding institutional policies, language choices, interpretation and translation practices, and the language politics of representation and dissemination. Based on this analysis, we argue that researchers need to account for the research spaces and the relationships these spaces engender, and recognise developing researcher awareness when researching multilingually.

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