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Isadora Jung-Hsiu Lin 《Asia Pacific Journal of Education》2014,34(3):366-380
This paper reports on first year experiences of international students who use English as an additional language (EAL) in higher education in Australia. It examines how valued resources can foster a positive educational experience of these students from sociological perspectives. It draws data from an interview study, exploring narrative accounts of 17 EAL international students from nine countries about their educational relations and strategies across their first year of study. Their narratives were analysed through Bourdieu's concepts of field, habitus, capital and legitimation, as well as tools of narrative inquiry. The paper finds that the students took up strategies to realign their capital portfolios with new rules of the game. Their decisions were dependent on their personal trajectories and conditions on offer. This paper suggests that more effort needs to be made to understand international students' differentiated access to valued resources in higher education. 相似文献
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As in other Anglophone nations, a large percentage of Australia’s postgraduate international students come from English as an additional language (EAL) backgrounds, and many require development of their academic language and learning (ALL) capabilities to successfully navigate a higher degree. This paper investigates those capabilities through the eyes of experienced ALL practitioners (n?=?42), whose views on the issue were sourced via an online survey. The paper further explains how the findings were used to implement a trial of an ALL enhancement strategy at one university in the form of adjunct tutorials within selected coursework masters programmes. Both the research and the pedagogical model depart from monolithic conceptualizations of international students by identifying the issues of vertical transition peculiar to EAL postgraduate coursework students, a task that is addressed through the tripartite perspective of the personal, the linguistic and the academic. Findings suggest that, while EAL postgraduates have previous study experience, motivation and maturity, they benefit from opportunities to address disjunctures between the knowledge base they bring to higher study and the expectations of that knowledge base held by universities. Successful transition is also facilitated by explicit (re)orientation to the academic norms of the host institution and nation. Academic writing was noted as a particular area requiring attention, along with the related matters of research skills, information literacy, academic integrity, independent learning, and time management. 相似文献
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Yoshifumi Nakagawa Phillip G. Payne 《International journal of qualitative studies in education》2017,30(2):147-160
This ethnographic small-scale interpretive study investigates four international Study Abroad (SA) students’ mobile experiences of local coastal/beach sites, as part of a semester-long undergraduate outdoor environmental education unit ‘Experiencing the Australian Landscape’ (EAL) offered at Monash University in Melbourne, Australia. Their individual and collective experiences of the coast in EAL highlighted the problematic status of uncritically assuming and accepting place pedagogy in education practices. With a specific focus on the lived time experience of the four SA students, this study examined how the participants negotiated their meanings of the Australian landscape over the limited duration of the EAL unit. Three temporal themes related to non-place experience were identified: transitory; creative; and re-normalising. In discussing these findings, we recommend that any (eco)pedagogical conceptualisation, practice, and research of ‘place’ needs to attend empirically and theoretically to the non-placeness of the body-time-space-relation and their increasing abstraction within globalising processes. 相似文献
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This article explores the modes of school communication associated with language and cultural diversity, demonstrating how organisational communication theory can be applied to the analysis of schools’ communication responses to the presence of pupils who have English as an additional language (EAL). The article highlights three analytical dimensions: the external factors influencing school communication systems; communication models reflected in school structures; and the content of communication between stakeholders. An exploratory study of a primary and a secondary school in the East of England, involving 32 semi-structured interviews with school managers, teachers, EAL staff, parents and newly arrived Eastern European students, reveals the interactional and transactional models of communication in the primary school, while the secondary school frequently used a linear approach. Communication in both schools showed a lack of information on EAL students and their parents, hindering a sustained outreach and empowering partnership, and possibly placing these students at a disadvantage. 相似文献
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While digital multimodal composing, underpinned by a critical literacies approach, provides opportunities for students to make informed semiotic choices and voice concerns about social issues, there is limited research exploring how digital multimodal composing is employed to interrogate and challenge the entanglements of language, immigration status and power. This article explores how 23 primary-aged English as an Additional Language (EAL) students (Years 3–6) engaged in digital multimodal composing, in the context of an after-school multiliteracies programme in one Australian school. Conceptualising critical literacies as a bridge to access and transform codes of power, the article explores how the participating students selected and used different semiotic resources for their digital texts while challenging and redefining dominant discourses based on their lived experiences and interests. The study found that both students and pre-service teachers found value in students having access to digital technologies and experimenting with a range of multimodal and multilingual resources to create digital texts, which reflected cultural and linguistic identities. The findings illustrate how the creation of digital multimodal and multilingual texts allows for opportunities for students to reposition themselves as knowledgeable and active meaning-makers with strategic support from teachers and peers. 相似文献
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This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students’ engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway’s engagement framework, the article seeks to foreground student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level. The students’ reflections presented in this article can be used to inform teaching and learning strategies designed to improve engagement in the online environment within the higher education sector. 相似文献
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Terence Copley 《Religious education (Chicago, Ill.)》2013,108(3):254-265
Religious Education is a curriculum subject provided as entitlement for all students in UK public schools. Biblical narratives appear for every student age group, usually in Christian studies modules. The Biblos research project was founded to investigate how biblical narrative might be taught with integrity in public schools in a society labelled variously post-Christian, post-modern, plural, and secular. It has completed four phases of life, summarized in this article. Particular attention is given to the most recent research that sets student attitudes toward biblical narrative against their familial and cultural background. Consideration is given to what it means for students actively to engage with biblical narrative and therefore to “theologize” for themselves. 相似文献
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Applying organisational communication theory, this article advocates transactional systems for school-home-school communication with parents of pupils who have English as an Additional Language (EAL). The article draws on a mixed-methods case study of two secondary schools in England, including survey data from 64 parents of EAL pupils and from 407 EAL/non EAL students, plus data from semi-structured interviews with 10 recently arrived migrant parents and 18 teachers. The findings highlight deficiencies in transactional school-home-school communication, reflected in mismatches between parents’ and teachers’ perceptions regarding parental knowledge of their children’s schooling, levels of parental engagement and barriers to parental engagement. 相似文献
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Agneta Bostr?m 《Interchange》2008,39(4):391-413
This article is based on results from a research project which focused on chemistry teachers and student narratives from lived
experience. The purpose was to find a way to make abstract chemistry more meaningful. The project began with six experienced
teachers who used narratives and stories as a didactic tool. These narratives stemmed from the teachers individual lived experience
and thus were designed differently. Later, interviews with students showed that five adult students and six younger students
all appreciated the use of narratives as ameaning-making activity to help them grasp the abstract subject. The most interesting
finding was that the students revealed several narratives from their own lives where the theories of chemistry played an important
role in explaining events that otherwise had been mysterious to them. Thus the teachers and students showed that the ancient
human method of sharing experience through narrative is still alive and useful in chemistry education. 相似文献
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This article draws on the findings of a longitudinal case study, which investigated the writing experiences of five students who spoke English as an additional language (EAL). The major interest was in examining what it was like to be an EAL writer and what changes occurred in EAL students' perceptions of academic writing and of themselves as academic writers during their one-year Taught Masters course at a major UK University. This article reflects on the perceptions of peer feedback held by research participants and their engagement with providing and receiving peer comments. Although peer feedback is often viewed as an attractive tool for supporting student writing, most participants did not fully capitalise on the benefits of these practices. Such factors as students' lack of prior peer feedback and their perceptions of peers' ability to provide valid feedback constituted potential barriers to the success of peer feedback. The article suggests that the use of well-structured collaborative activities and tutors' intervention are required for peer feedback to be effective. 相似文献
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《教育心理学家》2013,48(2):167-180
The research program described in this article has focused on the work students do in classrooms and how that work influences students' thinking about content. The research is based on the premise that the tasks teachers assign determines how students come to understand a curriculum domain. Tasks serve, in other words, as a context for students' thinking during and after instruction. The first section of this article contains an overview of the task model that guided research. The second section provides a summary of findings concerning the properties of students' work in classrooms, with special attention to work in mathematics classes. I conclude with a brief discussion of implications of this research for understanding classroom processes and their effects. 相似文献
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Stephanie Masta 《International journal of qualitative studies in education》2013,26(9):821-835
AbstractIn this study, I used small stories narrative and Indigenous methodology to understand the everyday occurrences of Native American students and to highlight the complex relationship between their identity, their sense of belonging in graduate school, and their view of education. The experiences of the participants were marked by two things: the experience of ongoing colonization and the experience of defending Native identity. By focusing on the small narrative stories of their everyday experiences, my research illustrates how ongoing colonialization creates situations where students need to defend their identities. Not only is small stories research one way to avoid some of the more essentialist problems of grand narratives, it provides one possible way to move forward and to demonstrate and deconstruct the problematic power structures in higher education that prevent Native American students from accessing equity. 相似文献
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Redefining “Immigrants” Through Diaspora: Educational Experience of 1.5-Generation Chinese Youth in Cupertino 总被引：2，自引：2，他引：0
Xiangyan Liu 《Diaspora, Indigenous, and Minority Education》2017,11(4):177-189
Through the intersection of diaspora and immigrant education, this article investigates how Chinese youth perceive their experience of being immigrant and 1.5-generation in and out of school. The fieldwork was conducted in Cupertino, California, in 2013–2014. In total, 11 students were chosen to participate in the research. It combines an ethnographic approach with narrative inquiry. The findings discuss how the youth’s multiple identities were an interplay with their cultural imagination and practices on two various levels: their concept of “home” and their longing for flexible citizenship. This article suggests the framework of diaspora to capture the process of immigration not as an uprooted directional trajectory but rather a complex space where immigrants from a range of backgrounds come to forge their multiple identities in a globalized context. Perspectives from the youth will enable us to critically redefine the term immigrant in the context of transnationalism and globalization. 相似文献
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Using arts-based inquiry and drawing on photovoice, photo-elicitation and visual narrative, in this study we explore how Native American college students experience space and place at the University of New Mexico, a large, research-extensive university in the Southwestern United States. The objective of this study is to more clearly understand how Native American students view their educational environment. Student perspectives will be framed through an artistic inquiry coming directly from the students and their interpretations of space, place, and community. This study is designed to ultimately inform the institution, local tribal communities, and the existing body of research on how participants viewed their college-going experience in relation to space and place, and how we might more adequately serve Native American college students. Initial findings indicate the critical importance of cultural centers, houses, and designated cultural spaces for Native American students, as indicated in the literature. Though Native students may experience struggles and successes similar to other student groups within the context of higher education, it is critical that student affairs professionals, administrators, faculty, and other educational leaders acknowledge how discourses of colonialism and genocide inform higher educational spaces, as well as the experience of Native American college students. 相似文献
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This article reports on a term's work with students in Initial Teacher Education (ITE) in which the adult classic text Silas Marner was studied in both written and film form ( Eliot, 1994 ; BBC/Fo, 1985 ). Through an extended consideration of the structures employed by different forms of narrative, students were invited to consider the knowledge and skills they brought to the development of their own response to different texts. Concurrently they were encouraged to consider the needs of their prospective pupils, as expert readers of moving image, and as novice readers of classic fiction. Crucial to the teaching and learning experience was the consideration of the different, expanding notions of literacy, including visual literacy, tele‐literacy and moving‐image literacy. A key consideration was the interrelationship between these, with narrative as the key link, and the exploration of how these literacies could be mutually supportive within the framework of ‘school’ literacy. The importance of paying explicit attention to the pedagogical practices that foster an engagement with and development of these different literacies was highlighted, as was the need to experience the reading of whole texts in order to foster the development of response. 相似文献
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Jessica Mason Marcello Giovanelli 《Changing English: An International Journal of English Teaching》2017,24(3):318-329
This article examines the practice of studying texts in secondary school English lessons as a particular type of reading experience. Through a critical stylistic analysis of a popular edition of John Steinbeck’s Of Mice and Men, the article explores how reading the text is framed by educational editions, and how this might present the purpose of studying fiction to students. The article draws on two cognitive linguistic concepts – figure/ground configuration and narrative schemas – in order to explore how ‘discourse about a text’ can potentially influence how students read and engage with a text. Building on a previous article, the notion of pre-figuring is developed to offer an account of how a reader’s attention can be directed to particular elements of a text, thus privileging some interpretations and downplaying others. The article then reflects more widely on the perceived purposes of studying fiction with young people, exploring in particular the recent rise of support within the profession in England for Hirsch’s ‘cultural literacy’ model, which sees knowledge about texts as more valuable than authentic reading and personal response. 相似文献
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The present article lies at the intersection of research on teacher cognition and speaking competence in a second language. It is a qualitative analysis of teacher accounts of speaking in the context of English as a foreign language (EFL) in Iran. More specifically, the study is an exploration of three EFL teachers’ conceptions of learning and teaching the speaking skill in English. The teachers represented varying levels of experience and education and were classified as experts and novices. Through juxtaposing teachers’ views of how students should learn to speak and how the teachers themselves learned to speak English, the research study uncovers the interwoven nature of learning experience with teaching conceptions. It also unveils the images underpinning their conceptions of how to learn and teach speaking in an EFL context. The results also portray teachers as having unique ways of thinking of speaking while at the same time sharing certain patterns. 相似文献
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The internationalisation of higher education has influenced the dramatic rise in the mobility of students, academics and knowledge across borders. There has been growing research interest focusing on international students studying abroad. While the student experience is an area of education that is often researched, most research focuses on experiences of undergraduate students. Also in the context of international students, greater research emphasis has been placed on the academic experiences and support available for undergraduates. While such research is important, less attention has been paid to the non-academic experiences of International Post-Graduate Research Students with Families (IPGRSF). This article seeks to fill this gap by focusing on the social worlds of IPGRSF in the UK, examining students’ nuclear family contexts that are often marginalised in discourse. The article legitimises the IPGRSF subaltern world by focusing on how students negotiate its demands; how they negotiate their roles as research students with their other roles as spouses and parents, and the interrelationships among these roles; and how the university as an institution interacts with the students’ subaltern world. The findings show that language plays a significant role in shaping the process of mobility as well as influencing the students’ and their families’ integration and networking in the host country. Also, the findings suggest that students often had positive experiences at departmental level, but felt let down by the wider university support. 相似文献