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Lived Experience of Chinese International Students in the U.S.: An Academic Journey 2021 ed. [Kietas viršelis]

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  • Formatas: Hardback, 211 pages, aukštis x plotis: 235x155 mm, weight: 524 g, 2 Illustrations, color; 2 Illustrations, black and white; XXI, 211 p. 4 illus., 2 illus. in color., 1 Hardback
  • Serija: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 56
  • Išleidimo metai: 22-Dec-2020
  • Leidėjas: Springer Verlag, Singapore
  • ISBN-10: 9811594481
  • ISBN-13: 9789811594489
Kitos knygos pagal šią temą:
Lived Experience of Chinese International Students in the U.S.: An Academic Journey 2021 ed.Didesnis paveikslėlis
  • Formatas: Hardback, 211 pages, aukštis x plotis: 235x155 mm, weight: 524 g, 2 Illustrations, color; 2 Illustrations, black and white; XXI, 211 p. 4 illus., 2 illus. in color., 1 Hardback
  • Serija: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 56
  • Išleidimo metai: 22-Dec-2020
  • Leidėjas: Springer Verlag, Singapore
  • ISBN-10: 9811594481
  • ISBN-13: 9789811594489
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9789811594489.html

This book marks a departure from traditional assumptions concerning the deficiencies of Chinese international students in terms of learning and adapting. It employs phenomenological narrative inquiry and a small culture approach to investigate the evolved, fluid experience of pursuing a graduate degree in the U.S. at Blue Fountain University (a pseudonym for a mid-western university).

Adopting an interdisciplinary perspective, this book addresses two fundamental questions: What study abroad is and what study abroad counts?  The sociocultural dimensions that shape the cross-border degree seeking endeavors inform stakeholders what works for Chinese international students’ successful pursuits as EFL learners and ESL users and what could be improved. This book shares thoughts on the implications and impact of educational contexts to stakeholders at normal and dynamic contexts interrupted by global pandemic outbreak. It contributes to the understanding of the internationalization of the host institute and the EFL education reform efforts (policy making, teacher education, and classroom practice) in China (and in Asia at large).

1 Introduction and Background
1(54)
1.1 The U.S. Higher Education and International Education Market
2(5)
1.2 Historical and Sociocultural Background of Chinese International Students
7(5)
1.3 Interdisciplinary Research of the L2 Learner Experience
12(6)
1.3.1 Phenomenological Narrative Inquiry and Small Culture
12(1)
1.3.2 L2 Learner Versus User in Second Language Acquisition
13(2)
1.3.3 Sociocultural Theory and Poststructuralist Approaches Investigating L2 Learning and Using
15(3)
1.4 Challenges and Obstacles Chinese International Students Encountered
18(16)
1.4.1 Adjustment, Adaptation, and Acculturation
18(4)
1.4.2 Language Issues
22(8)
1.4.3 Issues and Stress in Later-Year Experience
30(4)
1.5 Why This Book and What Is Missing in the Field?
34(8)
1.5.1 What This Book Brings to the Reader?
39(2)
1.5.2 What This Book Is Not About
41(1)
1.6 Key Glossary in This Book
42(2)
References
44(11)
2 The Lived Experience from China to the United States: A Sociocultural Roadmap
55(24)
2.1 Learner Profile
56(2)
2.2 Qing: 3rd Year Student Studying J.D.
58(1)
2.3 Su: 2nd Year MPA Student Studying Nonprofit Management
59(1)
2.4 Tao: 2nd Year MS Student in Physics Program
60(1)
2.5 Jiang: 2nd Year MS Student Studying Computer Science
60(1)
2.6 Ke: 2nd Year Ph.D. Student in Economics and Social Science Consortium
61(1)
2.7 Decision-Making: Reasons for Choosing Blue Fountain University
62(2)
2.8 Pre-departure EFL Experience: The English Language Education in China
64(3)
2.9 Evolving Experience: From EFL to ESL Users/Learners
67(3)
2.10 Disadvantaged Learners Using L2 in the U.S. Classroom: Adaptive Learning and Coping Strategies
70(6)
References
76(3)
3 The Making and Remaking of the Chinese International Students: Perceptions as L2 Learners/Users
79(44)
3.1 English Language Education in China: The Melting Pot that Makes EFL Learners
80(19)
3.1.1 EFL Curriculum and Pedagogical Practice in China
83(8)
3.1.2 English Teachers in China
91(5)
3.1.3 Predeparture English Learning in EFL Context
96(3)
3.2 Learning Environments that Makes and Remakes L2 Users and Learners
99(8)
3.2.1 Qing's Learning Environment in the Law School
102(1)
3.2.2 Su's Learning Environment in the Business School
102(2)
3.2.3 Tao's Learning Environment in the Physics Department
104(1)
3.2.4 Jiang's Learning Environment in the Computer Science Department
105(1)
3.2.5 Ke's Learning Environment in the Economics Department
106(1)
3.3 Gains in Multiple Competences
107(5)
3.3.1 Intercultural Competency
107(3)
3.3.2 Linguistic Competency
110(2)
3.4 Internal and External Factors Shaping the Lived Experiences
112(5)
References
117(6)
4 Understanding the Lived Experiences: A Post-structuralist Interpretation
123(22)
4.1 Long-Term Commitment to English Language Acquisition: The Composite Portrait of L2 Learners and Users
124(3)
4.2 Diverse Department Culture and Challenges Blue Fountain University Administration Faces
127(3)
4.3 English Language Teaching in China: Voice of Insiders Who Lived Through and Examined Afterward
130(3)
4.4 Ecological Second Language Acquisition and Language Socialization
133(7)
4.4.1 Ecological Second Language Acquisition
133(2)
4.4.2 Language Socialization
135(1)
4.4.3 Multiple and Dynamic Identities
136(4)
References
140(5)
5 Thoughts to Stakeholders in the Eye of the Beholders
145(40)
5.1 Recommendations to the U.S. Host Institutes
146(14)
5.1.1 Enhance Faculty Practice and Curriculum Internationalization
146(4)
5.1.2 Diversify Campus Services
150(10)
5.2 Recommendations to the English Language Teaching in China
160(13)
5.2.1 Reconceptualize English Language Teaching and Learning
161(1)
5.2.2 Foster Intercultural Communication Competence
162(2)
5.2.3 Reexamine English Teacher Education and Professional Development
164(5)
5.2.4 Strengthen K-16 Curriculum Articulations
169(4)
5.3 Recommendations to the L2 Chinese International Students
173(5)
5.3.1 Understand the Inevitable Difficulties Ahead
173(1)
5.3.2 Prepare Yourself Culturally, Linguistically, and Academically
174(4)
References
178(7)
6 Conclusions and Thinking to the Future
185
6.1 Concluding Remarks
185(3)
6.2 General Implications
188(3)
6.3 Particular Implications: Thinking to the Future
191(16)
6.3.1 For the Host Institutes of Higher Education
191(2)
6.3.2 For the English Language Teaching and Learning in China
193(6)
6.3.3 For the Directions of Future Research
199(8)
References
207
Yalun Zhou, Ph.D., is an Associate Professor at the Department of Communication and Media, Rensselaer Polytechnic Institute, USA. She has an interdisciplinary background in applied linguistics. Her research involves the learning, teaching, and use of Chinese and English in various settings, social contexts, and environments (traditional and cognitive immersive with Artificial Intelligence). Besides teaching and researching, she is also involved in language curriculum design, instructional integration of language learning and immerging technology, and language teacher training.





Michael Wei, Ph.D., is a full professor and TESOL Program Director at the School of Education, University of Missouri-Kansas City, USA. He is the co-editor of Applied Linguistics for Teachers of Culturally and Linguistically Diverse Learners. His research interests include English phonetics, reading English as a second language, literacy, learning environments, and learning English to native-like proficiency.