Academic Discourse Socialization Research Articles

복수전공자의 학습사회화과정에 대한 연구 : SNS 기반 학습공동체를 중심으로

복수전공자의 학습사회화과정에 대한 연구 : SNS 기반 학습공동체를 중심으로

The oral academic discourse socialization of doctoral students at a Northern Cyprus University

This study explored oral academic discourse socialization experiences of doctoral students at an English-medium tertiary institution in Northern Cyprus. It was a qualitative study involving audio-recording of a graduate class oral academic discourse and conducting interviews with the graduate candidates. Analysis of the oral academic discourse data showed that through participation in academic discussions the students negotiated their knowledge, constructed identity and agency. Analysis of the interview data also suggested the graduate candidates’ identity and agency co-construction as well as the novelty of the graduate candidates’ challenging socialization experiences over their academic studies in the graduate context. Overall, the study seemed to indicate that the participants’ socialization experiences facilitated their academic learning and development of academic discourse competence. The results of the present study are discussed in relation to the pertinent research to date.

On becoming a doctoral student: Chinese doctoral students’ socialization of capital and habitus in academia

This study examines Chinese international doctoral students’ academic socialization into TESOL discourses and communities. Rooted in the academic discourse socialization theory, complemented by the notions of Lave and Wenger’s community of practice, and Bourdieu’s capital, habitus, and field, this longitudinal multiple-case study suggest the focal participants’ academic discourse socialization is mediated by their participation in communities of practice, different forms of capital, and habitus in exerting agency. The participants are socialized into academic discourses and communities through their interactions with more experienced colleagues. By participating in the communities of practice, the focal students gain different forms of capital and experience different degrees of competence and memberships. However, due to the inequitable power relations in the TESOL doctoral program field, each participant is socialized to varying levels of central, peripheral, and marginal participation. This study concludes by providing suggestions for action to be taken by university advisors, instructors, and administrators.

The Socialization of L2 Doctoral Students through Written Feedback

ABSTRACT This study examined the role of written feedback in the academic discourse socialization of second language doctoral students at a Canadian research university. Using a second language socialization framework, and foregrounding the sociocultural and interactional contexts of language learning and use, this article considers written feedback to be a form of social practice that socializes students and discursively positions them into a range of identity categories, academic discourse practices, and communities. Data sources include interviews, student-produced narratives, and written feedback artifacts. The analysis focuses on the students’ interpretations of, responses to, and stated preferences and dispreference towards the feedback they received. Findings reveal that feedback played a formative role in their broader socialization and contributed to the co-construction of academic identities and (in)access to preferred discourse practices in their departments and disciplines.

Enriching Multilingual International Student’s Through Integrated Language and Content Instruction

Dr. Sandra Zappa-Hollman (PhD in TESL), is an Assistant Professor in Language and Literacy Education and the Director of Academic English programming at Vantage College, University of British Columbia. Her teaching and research contributions aim to support multilingual speakers, particularly those that have English as an additional language, into English-medium academic contexts. Her projects and related publications focus on academic discourse socialization, integration of language and content instruction, interdisciplinary collaborations, development of intercultural competence, and the use of Systemic Functional Linguistics in the teaching of second language academic literacy.

Re-examining "silence"

As part of a larger study exploring academic discourse socialization of a group of students from diverse academic and cultural backgrounds in an international TESOL graduate program in a Canadian university focusing on how they participate in class, how they perceive different modes of participation of other students in the class, and how this affects their academic discourse socialization process, this study explores 12 EAL students’ “silence”/non-oral participation. The study finds that EAL students’ “silence” or non-participation was reflection of different factors such as language related issues, concerns about other students, lack of content knowledge, and personality. It was often the case that students’ “silence” and/or non-oral participation was a result of combination of those factors. Implications for classroom practices and for meeting EAL students’ needs are also discussed.

Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography

In this age of rising animosity to newcomers in host societies, study abroad students are often reported to receive maltreatment and discrimination. To this end, I conducted a critical autoethnographic study that responds to the trajectory of my English language learning in the UK and explores my adjustment difficulties and factors such as racialized linguistic discrimination. It also reveals the types of agency that I employed in the process of academic discourse socialization and unpacks causes and processes of renegotiating and reconstructing my identity as a learner and user of the English language. The data for this study was gathered from Facebook posts, written assignment feedback, and my personal narratives and memory. The study reveals that upon finding myself in a community different from what I had imagined prior to my sojourn and with contested power dynamics between local peers and international students in classroom discourse socialization, I became disappointed and stressed and that, in turn, obstructed my learning process. However, my personal investment and agency later led me to develop my own community of practice with those who shared similar linguistic and cultural backgrounds. Meanwhile, I received what seemed to me to be racial discrimination based on my identity as a non-native speaker of English, which was the result of a scaler politics of English and perhaps blatant racism toward a student of a third-world country that saw my use of English as inferior. Therefore, the study invites institutions in host countries to reflect on their language orientation and how it is responsive (not responsive) to newcomers.

语言社会化理论视阈下的二语口头学术语篇研究

语言社会化理论视阈下的二语口头学术语篇研究

Academic Discourse Socialization in a Research Seminar Course: A Case Study of a Japanese EFL Undergraduate Learner

This study presents a case study of academic discourse socialization in a Japanese EFL student in a research seminar course to understand the content of a scholarly book in English. Drawn on theoretical perspectives of language socialization and community of practice, an 8-month case study investigated how the participant was socialized into the disciplinary community through her study of an English-language scholarly textbook in a research seminar course. Data were collected from weekly reflection journals, a final narrative assignment, and individual interviews with the participant. These data were coded to identify the thematic categories. Findings showed that the participant came to be socialized into her specialized community through interacting with peers in the classroom and cultivating her expertise. Then, the participant created a social network outside the classroom, encouraging casual discussions with her friends on topics she was learning about in class. Based on the findings, this article suggests that there are parallels between academic discourse socialization in EFL contexts and those in English-speaking contexts, beginning to bridge a gap in research across learning settings. Implications for pedagogy and future research are discussed.

Language Socialization of Written Academic Discourse

This paper will look at the studies conducted to see how written academic discourse is socialized. Written academic discourse socialization is a dynamic process, mostly socially situated and comtemporarily involves multimodal, multilingual, and intertextual context. This paper will see what influences the process of language socialization within this context, focusing on how the novice learners learn to participate themselves into the academic written discourse. In different setting of culture, there are various values that learners bring into educational context. The same thing also happens in the socialization of written discourse. Learners bring their previous experiences, shaped identity, and other values that might be different, or even in contrast with what is being socialized. In this way, it is interesting to see how learners cope with such things and take the step to participate in the academic world. Equally important, it is necessary to examine the impact of language socialization forms, either in the form of feed back, remodelling, or criticism on the learners resistance or conformity

The doctoral gaze: Foreign PhD students’ internal and external academic discourse socialization

This article examines the internal and external academic discourse socialization of seven Chinese PhD students at a large Canadian university. Through the use of interviews, participant-generated written narratives, and discussion of written feedback, this longitudinal multiple case study uncovered multiple and complex factors facilitating students’ socialization into local practices, discourses, and communities during their doctoral study. This article highlights the disciplinary role of internal and external socialization in mediating behaviours, affective stances, and (in)action, a process referred to as the doctoral gaze, conceptually drawn from Foucault's (1995) notion of panopticism. Students’ self- and other-mediated and directed forms of socialization comprised a recursive process where they learned to do being PhD students through the use of internal and external sources and resources. Their relative abilities to become active agents in the process, and effectively self- and other-socialize into practices, behaviours, and positionalities conducive to success, were key aspects in the broader socialization process.

Modeling a Foreign-Language Environment When Teaching Non-Linguistic Students: Preliminary Results

A multi-year empirical study (2008–2017) tests a new model of teaching English to non-linguistic students in bilingual classrooms, typical of local colleges in Russia. This model comes in response to the academic community’s dissatisfaction with the outcomes of such education. The article consists of two parts. The first provides a brief analysis of cooperating extra-linguistic factors that exert a multidirectional influence on the English learning process of adults in small study groups in the classroom, provided that they are taught by a non-native speaker using standard teaching techniques. The second part of the article describes a foreign-language environment within the unified learning environment of a non-linguistic college. The model developers sought not only to reduce the negative effects of external environment and increase the positive ones but also to encourage non-linguistic students to learn English through academic and professional discourse socialization in the foreign-language environment. Principles of constructing a unified foreign-language environment model and providing an integrated English proficiency assessment system are suggested. Preliminary model testing results are analyzed, and the key advantages of this teaching model, which allow for enhancing not only the motivation of non-linguistic students for learning English but also their levels of proficiency, are identified.

L2 Academic Discourse Socialization through Oral Presentations: An Undergraduate Student’s Learning Trajectory in Study Abroad

The present study provides an in-depth, longitudinal account of an undergraduate student’s L2 discourse socialization in an academic exchange program in Canada. By invoking Rogoff’s (1995) notion of participatory appropriation, this qualitative case study examined an L2 student’s task-related strategies and performance as they evolved over time in a study-abroad context. Thus, it revealed the cumulative effects of her participation in the development of knowledge and skills required to accomplish her academic presentation tasks at an appropriate level of sophistication. Data, collected over an entire academic year, included audio-recorded observations, in-depth interviews, and relevant written products. The findings indicate that the focal student’s academic discourse socialization was a dynamic, intertextual process of acting continuously on the challenges and opportunities that her previous experiences afforded her. Her participation was both guided by different co-participants and contingent upon the series of agentive choices that she made about her tasks.

Oral Academic Discourse Socialization of an ESL Chinese Student: Cohesive Device Use

<p>Framed in language socialization theory, this study examines the longitudinal cohesive device development of an ESL Chinese graduate student over time during his discourse socialization by focusing on his oral presentations through a systemic functional linguistics approach. The study found that the participant improved in his use of textual resources as he continued his discourse socialization in the academic community that he had joined. Yet the problems and challenges the participant faced during his development of cohesive devices also illustrated the complexity and non-linear characteristics of academic discourse socialization. The study contributes to language socialization research by employing a systemic functional linguistics approach as an analysis tool for longitudinal linguistic discourse development. The findings inform second language curriculum and instruction, particularly oral language instruction.</p>

Oral Academic Discourse Socialization of In-Service Teachers in a TEFL Program

Oral academic discourse socialization refers to a process through which students learn about the conventions and practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the interactions of the participant teachers with their peers and instructors as well as their engagement with academic texts. This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate program in Iran through oral discourse practices including small-group discussions and debates after microteachings over the first year of the program. It explores how the student teachers are initiated further into the values and practices of their EFL discourse community through collegial interactions with their peers. The active participation of the participant teachers in discourse socialization practices facilitated learning in a collaborative learning community. The participants shared their personal practical experiences, scaffolded their peers and engaged with assigned academic texts. Designing professional training programs that are likely to contribute to collegial interaction can be of great importance in teacher education programs.

Academic English Socialization Through Individual Networks of Practice

This article introduces the notion of individual network of practice (INoP) as a viable construct for analyzing academic (discourse) socialization in second language (L2) contexts. The authors provide an overview of social practice theories that have informed the development of INoP—community of practice (CoP; Lave & Wenger, 1991; Wenger, 1998) and social network theory (Milroy, 1987)—and review relevant literature on academic discourse socialization and more general L2 learning studies that have used either CoP or social network as theoretical frameworks. Next, they illustrate how INoP was applied in a study that examined the academic English socialization of Mexican students at a Canadian university. Findings from the INoP analysis of three participants provide evidence of its rich potential for examining academic (discourse) socialization processes in other contexts and possibly using complementary forms of data analysis involving the analysis of interactional data. The authors suggest future applications of INoP in TESOL to help refine and validate this construct. Investigating the INoPs of other groups of English language learners in English-medium institutions will help scholars, educators, and students better understand the often unseen but vital social processes that mediate learning and consider ways of maximizing the potential of social networks and practices for their own educational purposes.

Gulf Region Students’ Acculturation into the Academic World: Qualitative Analysis of Data Process

The study is a description of the analysis process of an ethnographic case study conducted on AcademicSocialization of Gulf Region Students in U.S. Universities. The researcher reanalyzed the data using the qualitativeanalysis process. In the analysis, the unit of analysis that the researcher focused on is a group of Gulf Regionstudents who are from the UAE and Saudi Arabia and currently studying at U.S. universities. The purpose of theresearch is describing the academic and social process of Gulf States undergraduate student’s experiences. Theacademic Discourse references that informed by the literature are language socialization (Duff, 2007; 2010),academic discourse socialization (White & Lowenthal, 2011), communities of practice (Lave & Wenger, 1991), andliteracy as social practice (Heath, 1983; Barton & Hamilton, 1998; Street, 1995).

E-learning Education for Academic Literacy in Computer-Mediated Communication

Many educators are gravitating towards the use of learning management systems (LMSs), such as Blackboard, Daedalus Interchange, and Moodle, for managing courses and enhancing student learning. There is thus a growing need to examine second language (L2) learners' academic socialization through their participation in computer-mediated academic literacy practices. By employing a community of practice perspective, the present study was an attempt to demonstrate how learning management systems mediate L2 learners' academic discourse socialization and is closely related to issues of identities and learner agency. The study presented here contributes to the growing body of e-learning research to illustrate and explain the complex and dynamic ways that non-native novice students negotiated their academic participation in their graduate class.

Identity Formation of TEFL Graduate Students through Oral Discourse Socialization

This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate program in Iran through oral discourse practices over the first year of the program. It explores how the professional identity of the in-service teachers is affected by the socialization process, their prior histories and contextual factors. It concludes that dialogical interactions through oral discourse practices are likely to result in re-consideration of their prior professional identity. The paper is likely to make a contribution to our understanding of professional identity construction of EFL teachers in graduate programs as far as academic oral discourse practices are concerned.

Discourse Socialization in Synchronous Computer-Mediated Communication

This paper, based on a qualitative ethnographic study among college of education students, examines the online interactional processes surrounding academic discourse socialization. Data for this paper come from a larger study of an academic classroom community of graduate students and their instructor. In this study, I looked into the ways computer-mediated communication (CMC) contexts factor into graduate students' academic literacy experience in a graduate classroom, therein enculturating them into their new academic community. I focus on cases of nonnative graduate students in a content course in the department of educational psychology at a large southwestern university in the U.S. I explore the agency of the focal participants in terms of the roles they played in the classroom discourse highlighting the dialectical and interactional perspective of academic discourse socialization. This paper focused on the construction of varied participant roles of the focal students. It further examines student reactions and responses to these constructions during synchronous CMC activity.