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Second Language Identities and Socialization during Study Abroad : = Chinese STEM International Exchange Students in an English-Speaking Country.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Second Language Identities and Socialization during Study Abroad :/
Reminder of title:	Chinese STEM International Exchange Students in an English-Speaking Country.
Author:	Sun, Tongle.
Description:	1 online resource (435 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28960501click for full text (PQDT)
ISBN:	9798496561907

Second Language Identities and Socialization during Study Abroad : = Chinese STEM International Exchange Students in an English-Speaking Country.
Sun, Tongle.

Second Language Identities and Socialization during Study Abroad :Chinese STEM International Exchange Students in an English-Speaking Country. - 1 online resource (435 pages)

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2020.

Includes bibliographical references

Underpinned by poststructuralist notions of identity (e.g., Block, 2007; Norton, 2013) and second language (L2) socialization (e.g., Duff, 2007, 2019; Jackson, 2018), this study investigated the language, identities, and intercultural learning of Mainland Chinese STEM (science, technology, engineering, and mathematics) students from a Hong Kong university who participated in a semester-long international exchange program in an English-speaking country. Adopting a multiple case study design, this investigation tracked the developmental trajectories of three focal case participants before, during, and until six months after their study abroad (SA) experience. International exchange questionnaire surveys, semi-structured interview protocols, monthly email prompts, multimodal entries, and a research journal were employed as data collection instruments. Data was gathered from April 2017 till July 2018 in the following phases: pre-sojourn, sojourn, immediate post-sojourn, and six-month postsojourn. NVivo 11 Pro, a qualitative software tool, assisted the data organization and analysis. Triangulation of the mixed-method, longitudinal data (e.g., questionnaire surveys, in-depth interview transcripts, email reflections, multimodal entries) revealed divergent developmental trajectories among the participants. While a few actively ii sought opportunities for L2/intercultural engagement in the host environment and experienced identity expansion (e.g., developed a more open, inclusive self), most did not fully act on the language and intercultural affordances in the host community and had limited gains. A cross-case analysis identified a complex mix of internal factors (e.g., agency, motivation) and external variables (e.g., host receptivity, housing situation) that appeared to influence the participants' language, identity expansion, and intercultural learning. The findings raise awareness of the complex, idiosyncratic nature of SA and the challenges facing STEM students who participate in an international exchange program. The study has both theoretical and pedagogical implications. It enriches the existing body of literature on language and intercultural learning through SA, with a particular focus on the international educational experience of STEM students. In addition to helping us to better understand the complexity and individuality of SA, the study further debunks the 'myth' about the automatic transformation of SA students simply by being present in the host environment. Drawing on the findings, a conceptual model was developed to illustrate the multifarious variables that can influence the L2 identities and socialization of STEM SA students. In addition to theory-building, the findings provide valuable direction for pedagogical interventions for both sending and receiving institutions. Suggestions are offered to optimize student learning throughout the full SA cycle (e.g., pre-departure preparation, ongoing sojourn support, reentry debriefing). Thus, the findings of the study have implications for future SA STEM students, STEM educators, SA educators/mentors, program administrators/coordinators, and language and intercultural communication instructors, as well as other relevant stakeholders (e.g., international office staff, program initiators, policymakers) in the international education sector. While the study focused on the SA journeys of Mainland Chinese STEM undergraduates from a Hong Kong university, the recommendations are apt to be relevant to SA STEM students in other contexts. Many of the suggestions should also be applicable to the enhancement of the international educational experience of students in other disciplines.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798496561907Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

SocializationIndex Terms--Genre/Form:

542853
Electronic books.

Second Language Identities and Socialization during Study Abroad : = Chinese STEM International Exchange Students in an English-Speaking Country.
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