English as an international language: international student and identity formation

Ha, Phan Le

doi:10.1080/14708470902748855

Cited by 55 publications

(15 citation statements)

References 16 publications

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“…Researchers of L2 communication have continuously shown that English has been appropriated by international users to an extent that is meaningful to them (Canagarajah, 1999;Kramsch, 2001;Phan, 2009). Phan (2009), in a study of Asian international students in Thailand, discusses the higher level of ownership of English as an international language.…”

Section: Discussion Of Understanding Elf and Use Of The Local Languagementioning

confidence: 98%

“…In an EFL context, EMI policy enforced by institutions of higher education will create a more significant challenge, since in subject courses taught in EMI, none of the learners and teachers are native speakers of English. The speakers' perception of English may vary depending on the extent to which the speakers own the language (Canagarajah, 1999;Holliday, 2005Holliday, , 2009McKay, 2002;Phan, 2009). Phan (2009) notes that this ownership forms the international students' identities in the host country whose official language is not English.…”

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confidence: 99%

“…The speakers' perception of English may vary depending on the extent to which the speakers own the language (Canagarajah, 1999;Holliday, 2005Holliday, , 2009McKay, 2002;Phan, 2009). Phan (2009) notes that this ownership forms the international students' identities in the host country whose official language is not English. The Asian international students used English proactively to their advantage, and according to their multiple relationships with English, they identified, produced, and reproduced their multiple identities.…”

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confidence: 99%

“…Recently, researchers have examined international students' needs for social and academic adjustments (e.g., Bartram, 2008;Gu & Schweisfurth, 2006;Lee & Rice, 2007;Phan, 2009;Sweetnam Evans, Lee, & Kim, 2014). Based upon a series of group-and individual interviews, Bartram (2008) showed that international students in Europe commonly had three needs: sociocultural, academic, and practical needs.…”

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confidence: 99%

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Emerging culture of English-medium instruction in Korea: experiences of Korean and international students

Kim

Tatar

Choi

2014

Language and Intercultural Communication

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This study aims to contrastively examine Korean and international students' experiences of taking subject courses at a Korean university. Focusing on the viewpoints of the students, rather than central authorities, we attempt to reveal how language use and cultural factors are interpenetrated in the praxis of English-medium instruction (EMI). The data consist of questionnaire responses of 249 Koreans and 61 international students from non-English-speaking countries and qualitative interviews with 23 Korean and 9 international students. Korean participants were found to perceive the effect of English proficiency on achievement (ENG) to be significant, while their confidence in participating in activities in EMI (ACT) classes was the lowest. Whereas the international students did not relate ENG to other factors of EMI, Koreans perceived this factor to be relevant to all the aspects of EMI. During the interviews, international students, with a limited level of tolerance of Korean use, were found to experience frustration with the lack of interaction in their courses. We discuss the findings in terms of ownership of English and highlight how important it is for the Korean and international students to have a shared definition of the role of English as a lingua franca in an EMI classroom.

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Section: Discussion Of Understanding Elf and Use Of The Local Languagementioning

confidence: 98%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Emerging culture of English-medium instruction in Korea: experiences of Korean and international students

Kim

Tatar

Choi

2014

Language and Intercultural Communication

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“…Although more critical and multilingual perspectives on the international student experience are emerging (see, for example : Sovic & Blythman, 2013;Fabricius & Preisler, 2015), international students remain broadly positioned as other to domestic students, to native English speakers, and to Western educational traditions. This essentialisation and reification of the other in IC discourse, as reflected in aspects of the HE literature, has been addressed in a recent critique of the IC field, levelled by MacDonald and O ' F in the work of other IC and HE scholars (Holliday, 2011;Monceri, 2003Monceri, , 2009Phan, 2009;Phipps, 2013 Starkey, 2007). In the IC and HE/international student literatures underpinned by this philosophical tradition, this goal may be expressed as p. 1006).…”

Section: Intercultural Communication and International Students: Probmentioning

confidence: 99%

‘I am Italian in the world’: a mobile student’s story of language learning andideological becoming

Harvey

2016

Language and Intercultural Communication

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This article theorises the relationship between language and intercultural learning from a Bakhtinian dialogic perspective, based on the language learning story of Federica, a mobile student in UK higher education (HE). I first outline the context of UK HE and its internationalisation agenda, discussing how research in this field has conceptualised language, intercultural communication (IC), and international students in terms of a totalising boundary between self and other. I link this to current concerns in IC regarding the philosophical underpinnings of the field, specifically the aporia created as a result of the totalising self/other relation in prevailing IC discourse (MacDonald & O ' , 2013). I then present a means of addressing this aporia through a Bakhtinian theorisation of the relationship between language and intercultural learning. This theorisation offers a relational perspective on the self and the other in which intercultural learning is a process of ideological becoming (Bakhtin, 1981) with the other, enacted in, with and through language F learning English. The article concludes with a call for language and communicative practices to be placed at the heart of HE internationalisation agendas and for HE practitioners to recognise shared responsibility for intercultural communication.Questo articolo teorizza la relazione tra lingua e apprendimento interculturale dalla perspettiva dialogica bachtiana, basato sulla storia di apprendimento di Federica, una studentessa universitaria transnazionale. In primis contestualizzo il percorso formativo universitario del Regno Unito e la sua internazionalizazione, spiegando come gli studi in questo settore possano concettualizzare la lingua, la comunicazione interculturale (IC) e il confine tra sé stessi e gli altri, in particolare degli studenti internazionali. Queste trovano spazio negli ultimi studi di IC in termini filosofici, specificatamente la aporia creata come risultato della relazione totalizzante sé stessi/altri nel suo discorso (MacDonald & O ' , 2013). In seguito presento come indirizzare questa aporia attraverso la teorizzazione bachtiana della relazione tra lingua e apprendimento interculturale. Questa teorizzazione offre una prospettiva relazionale del sé stessi e degli altri di divenire ideologico (Bakhtin, 1981) con gli altri, attivato tra, con e nella lingua, come dalla F L onclude col discutere la necessità di posizionare la lingua e le pratiche comunicative al centro settore possano riconoscere una responsabilità condivisa sul tema della comunicazione interculturale.

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Intercultural Communication in the Multilingual Urban Workplace

Ghosh

2019

The Wiley Handbook of Global Workplace Learning

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English as an international language: international student and identity formation

Cited by 55 publications

References 16 publications

Emerging culture of English-medium instruction in Korea: experiences of Korean and international students

Emerging culture of English-medium instruction in Korea: experiences of Korean and international students

‘I am Italian in the world’: a mobile student’s story of language learning andideological becoming

Intercultural Communication in the Multilingual Urban Workplace

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