This paper draws on a small-scale qualitative study with international students enrolled in various English- and Chinese-medium instruction programs in Chinese universities. It seeks to explore these students’ educational experiences and their perceptions of China and China’s higher education. Our study provides ample evidence about the irrelevance of Chinese language in the current policies and practices of Chinese universities regarding internationalization and international students. It also counters earlier studies that show how deeply rooted the discourses of native speaker and native-speaking varieties of English are in English-medium-instruction programs around the world. All in all, the paper makes theoretical and empirical contributions to the emerging literature on international students’ education and academic experiences in China. Through accounts obtained from international students of varied backgrounds, the paper also sheds light on nuances of internationalization, medium of instruction, and academic mobilities.
{"title":"“We have no Chinese classmates”","authors":"Meng Liu, Phan Lê Hà","doi":"10.1075/ARAL.20091.LIU","DOIUrl":"https://doi.org/10.1075/ARAL.20091.LIU","url":null,"abstract":"\u0000 This paper draws on a small-scale qualitative study with international students enrolled in various English- and\u0000 Chinese-medium instruction programs in Chinese universities. It seeks to explore these students’ educational experiences and their\u0000 perceptions of China and China’s higher education. Our study provides ample evidence about the irrelevance of Chinese language in\u0000 the current policies and practices of Chinese universities regarding internationalization and international students. It also\u0000 counters earlier studies that show how deeply rooted the discourses of native speaker and native-speaking varieties of English are\u0000 in English-medium-instruction programs around the world. All in all, the paper makes theoretical and empirical contributions to\u0000 the emerging literature on international students’ education and academic experiences in China. Through accounts obtained from\u0000 international students of varied backgrounds, the paper also sheds light on nuances of internationalization, medium of\u0000 instruction, and academic mobilities.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47648737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Transnational higher education (TNHE), often based on export models of Western-based universities and driven by neoliberal market economy agendas, has spread across the globe. One example of TNHE is Qatar’s Education City where six prestigious American international branch campuses (IBCs) all administer their degrees through English medium instruction (EMI). While there is a burgeoning amount of research investigating and problematizing issues in EMI higher education institutions, IBCs are a unique EMI setting due to their heavy reliance on importing faculty, staff, curricula and practices from their home campuses. Thus, this study takes an ethnographic case study approach to examine the language planning and policy and linguistic landscape at one IBC in Qatar. Drawing on multiple sources of data, the study reveals both the overt and covert language policies and ideologies of the institution and its various stakeholders, and the extent to which languages other than English are used and accepted.
{"title":"EMI and the international branch campus","authors":"S. Hillman, Keith M. Graham, Zohreh R. Eslami","doi":"10.1075/ARAL.20093.HIL","DOIUrl":"https://doi.org/10.1075/ARAL.20093.HIL","url":null,"abstract":"\u0000 Transnational higher education (TNHE), often based on export models of Western-based universities and driven by\u0000 neoliberal market economy agendas, has spread across the globe. One example of TNHE is Qatar’s Education City where six\u0000 prestigious American international branch campuses (IBCs) all administer their degrees through English medium instruction (EMI).\u0000 While there is a burgeoning amount of research investigating and problematizing issues in EMI higher education institutions, IBCs\u0000 are a unique EMI setting due to their heavy reliance on importing faculty, staff, curricula and practices from their home\u0000 campuses. Thus, this study takes an ethnographic case study approach to examine the language planning and policy and linguistic\u0000 landscape at one IBC in Qatar. Drawing on multiple sources of data, the study reveals both the overt and covert language policies\u0000 and ideologies of the institution and its various stakeholders, and the extent to which languages other than English are used and\u0000 accepted.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42572369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the extent to which the motivation of university students of Italian in Melbourne (Australia) is influenced by the visibility of a local Italian community. The research relies on data collected by open-ended questions and two Likert items from a survey study (n = 74) as well as in-depth interviews (n = 5). The findings show that learners’ motivation is influenced by their exposure to the L2 language and culture in the local context and by their engagement with a community that forms part of Australia’s culturally and linguistically diverse population. Students’ investment in the L2 can be interpreted in light of a new identity dimension, the community-engaged L2 self, which builds upon previous motivational variables (integrative orientation, ideal L2 self), as well as scholarly insights into the link between language, identity, and access to L2 resources. This self-characterizes both heritage and non-heritage learners’ positioning through the L2 in the local socio-context and is expected to hold considerable pedagogical significance.
{"title":"Community presence, motivation, and identity","authors":"Riccardo Amorati","doi":"10.1075/ARAL.20079.AMO","DOIUrl":"https://doi.org/10.1075/ARAL.20079.AMO","url":null,"abstract":"\u0000This study examines the extent to which the motivation of university students of Italian in Melbourne (Australia) is influenced by the visibility of a local Italian community. The research relies on data collected by open-ended questions and two Likert items from a survey study (n = 74) as well as in-depth interviews (n = 5). The findings show that learners’ motivation is influenced by their exposure to the L2 language and culture in the local context and by their engagement with a community that forms part of Australia’s culturally and linguistically diverse population. Students’ investment in the L2 can be interpreted in light of a new identity dimension, the community-engaged L2 self, which builds upon previous motivational variables (integrative orientation, ideal L2 self), as well as scholarly insights into the link between language, identity, and access to L2 resources. This self-characterizes both heritage and non-heritage learners’ positioning through the L2 in the local socio-context and is expected to hold considerable pedagogical significance.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59317798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Rash (1998): The German Language in Switzerland. Multilingualism, Diglossia and Variation","authors":"Bettina Boss","doi":"10.1075/ARAL.22.1.09BOS","DOIUrl":"https://doi.org/10.1075/ARAL.22.1.09BOS","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"22 1","pages":"129-132"},"PeriodicalIF":1.2,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42350820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Hughes (1991): Swearing: A Social History of Foul Language, Oaths and Profanity in English","authors":"Debbie Hill","doi":"10.1075/aral.17.2.10hil","DOIUrl":"https://doi.org/10.1075/aral.17.2.10hil","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47486518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Eggins (1994): An Introduction to Systemic Functional Linguistics","authors":"F. Christie","doi":"10.1075/ARAL.21.1.11CHR","DOIUrl":"https://doi.org/10.1075/ARAL.21.1.11CHR","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41423693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of (1975/76/1977): South Australian Council for Educational Planning and Research","authors":"K. Fairbairn","doi":"10.1075/aral.1.2.10fai","DOIUrl":"https://doi.org/10.1075/aral.1.2.10fai","url":null,"abstract":"","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49514423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Studies on the role of input in L2 acquisition often estimate L2 input properties through L1 corpora and focus on L2-English. This study probes the initial stage of L2-Korean learning for adult English-speaking beginners of Korean to investigate input-output relations in the acquisition of L2 that is typologically different from English in a more direct manner. We specifically ask how L2 beginner input affects L2 beginner production with respect to Korean postpositions. For this purpose, we investigate how the beginners receive input regarding Korean postpositions from a textbook and to what extent the input characteristics are manifested in learner writing. We found that, whereas the presentation of certain postpositions in the textbook was generally reflected in learner writing, individual postpositions showed disparity in their use between the textbook and the writing. Implications of the findings are discussed in light of L1-L2 differences and how the textbook presents form-function pairings of these postpositions.
{"title":"Input–output relation in second language acquisition","authors":"Gyu-Ho Shin, Boo Kyung Jung","doi":"10.1075/aral.20049.shi","DOIUrl":"https://doi.org/10.1075/aral.20049.shi","url":null,"abstract":"\u0000 Studies on the role of input in L2 acquisition often estimate L2 input properties through L1 corpora and focus on\u0000 L2-English. This study probes the initial stage of L2-Korean learning for adult English-speaking beginners of Korean to investigate\u0000 input-output relations in the acquisition of L2 that is typologically different from English in a more direct manner. We specifically ask\u0000 how L2 beginner input affects L2 beginner production with respect to Korean postpositions. For this purpose, we investigate how the\u0000 beginners receive input regarding Korean postpositions from a textbook and to what extent the input characteristics are manifested in\u0000 learner writing. We found that, whereas the presentation of certain postpositions in the textbook was generally reflected in learner\u0000 writing, individual postpositions showed disparity in their use between the textbook and the writing. Implications of the findings are\u0000 discussed in light of L1-L2 differences and how the textbook presents form-function pairings of these postpositions.","PeriodicalId":43911,"journal":{"name":"Australian Review of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42667443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：