International students’ linguistic transitions into disciplinary studies: a rhizomatic perspective

Dippold, Doris; Heron, Marion; Gravett, Karen

doi:10.1007/s10734-021-00677-9

Cited by 8 publications

(4 citation statements)

References 35 publications

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“…One key area of this research focuses on academic transitions and support, particularly international students' experiences with and perspectives towards learning in a new cultural context (e.g., Lillyman & Bennett, 2014). One extensive topic within this has been linguistic transitions and the ways that international students develop their knowledge of academic language (for instance, Dippold, Heron, & Gravett, 2021). Other work has focused on pedagogies, for example, by considering experiences of intercultural group work, including the social complexities of teamwork between peers from different countries (such as Reid & Garson, 2017).…”

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

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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.

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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

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“…Especially for prospective refugee students, proving the equivalent subject-and language-specific "ability to study" can become an arduous process (Dippold et al, 2021;Hirano, 2014;Kanno & Varghese, 2010). Like their fellow international applicants without a refugee background, they are channelled into these routes, which can be characterised as a process of multiple selections.…”

Section: Access Routes and Study Preparation: The Institutional Context In Germanymentioning

confidence: 99%

Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories

Schröder¹

2021

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Recent research shows that a remarkable share of refugees who have arrived in Germany over the past few years is highly qualified and has strong educational and academic aspirations. Preparatory colleges (Studienkollegs) and language courses of higher education institutions are the two main organisations providing obligatory study preparation for non‐EU international study applicants in Germany, including an increasing number of refugees. So far, research on conditions for refugees’ successful transitions into and through study preparation, and eventually into higher education, is scarce. The article fills a research gap on the organisational level by considering the established norms and rules of study preparation organisations and the key role of teachers in shaping successful pathways into higher education. Based on central concepts deriving from the sociology of valuation and evaluation, categorisation, and evaluative repertoires, the article aims to illustrate the organisational norms and rules in play shaping teachers’ experiences and perceptions of their students’ ability to study. The qualitative analysis of seven expert interviews shows how teachers differentiate between students with and without a refugee background in terms of performance and reveals opportunities and constraints to take refugees’ resources and needs in study preparation programmes into account.

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“…However, in reality, teaching speaking still has not received special attention from language teachers in either first or second language teaching. Currently, learning to speak is more intensive in terms of strengthening grammar structures, memorising dialogues, or memorising vocabulary (Dippold et al, 2022;Lin & Clark, 2021). There is still a lack of tasks in the form of real applications that encourage students to use their language directly.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

Mulyani

Damaianti²,

Mulyati³

et al. 2023

IJLTER

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The aim of this study was to investigate the effect of using the gap task of opinion, reasoning and information on speaking skills at the secondary school level. This study used a quasi-experimental research method involving 352 students. The three experimental groups received treatment with gaps in opinion, reasoning, and information gap tasks. All groups were examined for their initial speaking ability. The experimental group was given an intervention with gaps in opinion, reasoning, and information while the control group was given a traditional intervention to improve speaking ability. After the intervention had been carried out, all groups were examined for their speaking ability. Data analysis was performed using one-way ANOVA. The results indicated that the experimental groups showed a significant increase in speaking ability compared to students in the control group in the post-test phase. Intervention from giving the gap task of opinion, reasoning, and information is more effective for improving speaking skills. Three assignments of opinion gaps, reasoning, and information can improve students' speaking fluency. Of the three assignments, the information gap assignment provides the most significant contribution compared to the gap of opinion and reasoning tasks because the instructions in the information gap task are more varied and more intensive in encouraging students to interact in various contexts. Based on these findings, the researcher recommends designing materials by creating assignments that contain gaps in opinions, reasoning, and information to achieve learning objectives.

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International students’ linguistic transitions into disciplinary studies: a rhizomatic perspective

Cited by 8 publications

References 35 publications

International Students in Open, Distance, and Digital Higher Education

International Students in Open, Distance, and Digital Higher Education

Study Preparation of Refugees in Germany: How Teachers’ Evaluative Practices Shape Educational Trajectories

The Effectiveness of Opinion Gaps, Reasoning, and Information Tasks in Improving Speaking Skills

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