Using focused ethnography to understand brokering practices among international students

Abstract

The academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the context of the formal curriculum (e.g. classroom communication styles, reading and writing skills). These challenges include inadequate English proficiency and differing educational expectations, and being isolated from the host community. However, little is understood about students' informal academic learning outside the prescribed curriculum, in particular, their brokering practices. Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, KEYWORDS academic learning brokering focused ethnography informal learning international students methodology 3_TJTM_1.2_Lee_199-218.indd 199 2/7/17 2:46 PM C o p y r i g h t I n t e l l e c t L t d n o t f o r d i s t r i b u t i o n Sherrie Lee 200 Transitions: Journal of Transient Migration digital ethnographic methods were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity-relational intensity-is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The article concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.

Found in translation: How brokering practices support international students' learning

“…In addition, artefacts related to brokering interactions (draft essays annotated by learning advisors) were also collected. Further details of how I used focused ethnography is found in Lee (2017b As I was bilingual in English and Mandarin, I offered Chinese participants the opportunity to conduct the interviews in Mandarin, five of whom elected to do so. Three Chinese participants, Linda, Kim and Jane, were key informants who engaged in regular brokering interactions and provided brokering artefacts.…”

The bilingual researcher’s dilemmas: Reflexive approaches to translation issues

“…Details of the data collection process have been reported in Lee (2017), highlighting the intense and challenging process of accessing private exchanges between participants and their peers. In order to encourage participants to be forthcoming about their experiences in seeking academic help, exercising sensitivity to their language preferences helped to facilitate open sharing.…”