International students: language, culture and the ‘performance of identity’

Bond, Bee

doi:10.1080/13562517.2019.1593129

Cited by 17 publications

(5 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the institutional level, international students’ agency appeared to be affected by curriculum such as liberal arts education (Bjork et al, 2020 ) and specific study abroad programmes (Dai et al, 2020 ; Dai & Garcia, 2019 ; deSaint-Georges et al, 2020 ). The remaining five papers focused on agency enacted in the individual experience, particularly individual identity development (Bond, 2019 ; Gonzalez & Ariza, 2015 ; Gu et al, 2019 ; Song, 2020 ; Wang, 2012 ).…”

Section: Findings and Discussionmentioning

confidence: 99%

A systematic review of student agency in international higher education

Inouye

Lee

Oldac³

2022

High Educ

View full text Add to dashboard Cite

The agency of international students has long been neglected and undertheorised, though recent literature indicates that this has started to change. This paper systematically reviews 51 studies that address student agency in international higher education. Focusing on research published in the last two decades (2000–2020), the review draws on studies that foreground student voices, or international students’ perspectives, rather than the perspectives of teachers, administrators or policymakers. A detailed discussion of how international student agency is positioned in the literature found that agency appears as either: a research object, as part of a theoretical or conceptual framework, or an emergent finding. Furthermore, our analysis suggests that the term “agency” is often used as a buzzword rather than as a fleshed-out concept. Thus, drawing on this initial analysis, the review synthesises varying but overlapping conceptualisations of international student agency in the literature into an integrative framework. Implications for future research are drawn, based on our findings about the understudied populations and methodological limitations in the literature.

show abstract

Section: Findings and Discussionmentioning

confidence: 99%

A systematic review of student agency in international higher education

Inouye

Lee

Oldac³

2022

High Educ

View full text Add to dashboard Cite

show abstract

“…Unlike some strong Chinese students with extrovert motivations in studying abroad in Bond's (2019) research, who had begun to disregard their 'existing understanding of the signifier in favour of a new one for the new context' (Land, Rattray & Vivian P. 204), for this group, language apparently created an impassable barrier to initiating intercultural communication. This confirms the important distinction between academic English and social uses of English with a lack of confidence in the later influencing Chinese students more and resulting in negative impressions of their time in the UK.…”

Section: Extractmentioning

confidence: 94%

“…This study is not focused on how the Chinese students use WeChat to communicate with their friends; however, research showed that WeChat has facilitated Chinese learners to address key communication barriers and challenges encountered when they study abroad (Sun, Smith & Cowley 2017). Chinese students themselves admitted 'we just talk in Chinese because we're all Chinese people' (Bond 2019) but at the same time are frequently reported feeling frustrated at the lack of intercultural opportunities (Spencer-Oatey, et al 2017;Baker & Fang 2019). Furthermore, many British universities have been recruiting their highest number of Chinese students in history.…”

Section: Introductionmentioning

confidence: 99%

The intercultural experiences of Chinese international students in the UK

Lin

Baker

2022

In. Lang. Cul. & Com.

View full text Add to dashboard Cite

This paper aims to investigate a group of Chinese students' intercultural encounters studying in two articulation programmes in one British university and analyses the barriers that seem to exist between them, home and other international students. This research is qualitative in nature. Thematic analysis of sixteen Chinese students' interviews and reflective narratives were adopted. A core finding is that the power of the 'Chinese circle' provides this group with a comfortable zone but also presents a barrier to engaging in intercultural communication and developing more intercultural identities. Contributing factors to this pull of the Chinese circle include changing attitudes to English and Chinese language, negative intercultural experiences, and a lack of awareness of intercultural identity. It is suggested that universities should diversify their international recruitment, enhance intercultural education and training provided for all international students before and during their studies abroad.

show abstract

“…International students' transitions can be defined as "an ongoing process that involves moving from one context and set of interpersonal relationships to another" (Jindal-Snape & Rienties, p. 2). Thus, much research about international students has focused on their experiences as temporary sojourners, such as their sense of agency (Tran & Vu, 2018) or identity development (Bond, 2019) in new cultural and linguistic settings.…”

Section: Understanding International Students' Experiencesmentioning

confidence: 99%

International Students in Open, Distance, and Digital Higher Education

Mittelmeier

2022

Handbook of Open, Distance and Digital Education

View full text Add to dashboard Cite

International students are a group of rising prominence in open, distance, and digital higher education, although there is, at present, limited systematic data about their numbers worldwide. International students in open, distance, and digital education occupy an interesting “third space,” whereby they commonly remain within their home environment and surroundings while simultaneously studying from an institution-based abroad. This means that many of the lenses used to frame and categorize international students in face-to-face settings – mobility, visas, and citizenship – are found problematic in online distance settings. This chapter reflects on these issues to outline complexities in categorizing international students in open, distance, and digital higher education and the ways that their experiences may be distinct from international students who are geographically mobile. The chapter ends with a reflection on gaps in current research and suggestions for researchers who include international students in their work.

show abstract

International students: language, culture and the ‘performance of identity’

Cited by 17 publications

References 32 publications

A systematic review of student agency in international higher education

A systematic review of student agency in international higher education

The intercultural experiences of Chinese international students in the UK

International Students in Open, Distance, and Digital Higher Education

Contact Info

Product

Resources

About