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First year in a multilingual univers...

Ding, Feng.

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First year in a multilingual university = double transitions /

Record Type:	Electronic resources : Monograph/item
Title/Author:	First year in a multilingual university/ by Feng Ding.
Reminder of title:	double transitions /
Author:	Ding, Feng.
Published:	Singapore :Springer Singapore : : 2021.,
Description:	xxi, 197 p. :ill., digital ;24 cm.
[NT 15003449]:	1 Introduction -- 2 Transition and Autonomy -- 3 Methodology: Multiple-Case Qualitative Study -- 4 Profile of the Participants -- 5 Becoming More Independent in Life -- 6 Becoming More Independent in Academic Learning -- 7 Becoming More Independent in a Multilingual Context -- 8 Discussion -- 9 Conclusion.
Contained By:	Springer Nature eBook
Subject:	Learner autonomy - China -
Online resource:	https://doi.org/10.1007/978-981-16-0796-7
ISBN:	9789811607967

First year in a multilingual university = double transitions /
Ding, Feng.

First year in a multilingual universitydouble transitions /[electronic resource] :by Feng Ding. - Singapore :Springer Singapore :2021. - xxi, 197 p. :ill., digital ;24 cm.

1 Introduction -- 2 Transition and Autonomy -- 3 Methodology: Multiple-Case Qualitative Study -- 4 Profile of the Participants -- 5 Becoming More Independent in Life -- 6 Becoming More Independent in Academic Learning -- 7 Becoming More Independent in a Multilingual Context -- 8 Discussion -- 9 Conclusion.

Although both school-university transitions and cross-border transitions have been widely explored, comparatively little research has been conducted on those students who undergo both transitions at the same time. This book reports on a longitudinal qualitative study investigating the major issues faced by nine Mainland Chinese students during their first year at a Hong Kong university from the perspective of learner autonomy. It argues that the school-university transition is especially challenging for students going through a cross-border transition at the same time, which usually involves a linguistic and cultural adjustment, and challenges their autonomy in three domains: managing their personal lives; academic learning; and English learning. Adopting the perspective of autonomy enables us to better understand student transitions so that more appropriate support can be provided for this group. Given its scope, the book offers a valuable asset for educators at both the secondary and post-secondary levels, and underscores the need to help students bridge the gap between school and university, and thus advance along the continuum of autonomy more smoothly. It also has practical implications for students who are studying or intend to study abroad.

ISBN: 9789811607967

Standard No.: 10.1007/978-981-16-0796-7doiSubjects--Topical Terms:

3505506
Learner autonomy
--China

LC Class. No.: P53.457

Dewey Class. No.: 418.0071

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505 0 $a 1 Introduction -- 2 Transition and Autonomy -- 3 Methodology: Multiple-Case Qualitative Study -- 4 Profile of the Participants -- 5 Becoming More Independent in Life -- 6 Becoming More Independent in Academic Learning -- 7 Becoming More Independent in a Multilingual Context -- 8 Discussion -- 9 Conclusion.
520 $a Although both school-university transitions and cross-border transitions have been widely explored, comparatively little research has been conducted on those students who undergo both transitions at the same time. This book reports on a longitudinal qualitative study investigating the major issues faced by nine Mainland Chinese students during their first year at a Hong Kong university from the perspective of learner autonomy. It argues that the school-university transition is especially challenging for students going through a cross-border transition at the same time, which usually involves a linguistic and cultural adjustment, and challenges their autonomy in three domains: managing their personal lives; academic learning; and English learning. Adopting the perspective of autonomy enables us to better understand student transitions so that more appropriate support can be provided for this group. Given its scope, the book offers a valuable asset for educators at both the secondary and post-secondary levels, and underscores the need to help students bridge the gap between school and university, and thus advance along the continuum of autonomy more smoothly. It also has practical implications for students who are studying or intend to study abroad.
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