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Factors Associated with Motivation for General Medicine among Rural Medical Students: A Cross-Sectional Study
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5102 (2022)
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Modelling Group Dynamics with SYMLOG and Snowdrift for Intelligent Classroom Environment
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The Theory and Practice of Voice in Early Childhood : An International Exploration
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Using Pop-Culture to Engage Students in the Classroom
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In: ISSN: 0021-9584 ; Journal of Chemical Education ; https://hal.archives-ouvertes.fr/hal-03125040 ; Journal of Chemical Education, American Chemical Society, Division of Chemical Education, In press, ⟨10.1021/acs.jchemed.0c00233⟩ (2021)
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Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback
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In: Eurasia Journal of Mathematics, Science and Technology Education ; https://hal.archives-ouvertes.fr/hal-03538861 ; Eurasia Journal of Mathematics, Science and Technology Education, 2021, 17 (12), pp.em2055. ⟨10.29333/ejmste/11425⟩ (2021)
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Discursive construction of neighborhood across Brooklyn: A corpus ethnographic approach ...
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Valutazione 2019-2021 «Femmes-Tische e Männer-Tische» Formazione multilingue e informale per persone in tutte le situazioni di vita ...
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Évaluation 2019-2021 «Femmes-Tische et Hommes-Tische». Formation multilingue et informelle pour personnes en toutes situations de vie ...
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Maximising English language acquisition through music: Composing Songs for Second Language (SL) Learners
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Reimagining the curricula in higher education: Increasing students’ interaction with teachers and Interest through Culturally Sensitive Curricula
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Study of Student Resource Use in Introductory Chemistry Courses
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In: Electronic Theses and Dissertations (2021)
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Konzeptuelles Wissen aus der Perspektive ein- und mehrsprachiger Grundschulkinder - ein qualitativer Vergleich
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 435-447 ; Perspektiven von Kindern und Jugendlichen auf sprachliche Diversität und Sprachbildungsprozesse (2021)
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Language in transnational education trajectories between the Soviet Union, Israel and Germany: Participatory research with children
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 14 ; 4 ; 390-404 ; Transnational Education: a Concept for Institutional and Individual Perspectives (2021)
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Zwischen Teilnahme und Beobachtung: Die Rolle einer mehrsprachigen Forscherin in der Ethnografie sprachlicher Bildung im Elementarbereich
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In: Zeitschrift für Qualitative Forschung ; 22 ; 1 ; 57-70 ; Gesellschaftlicher Wandel und die Entwicklung qualitativer Forschung im Feld der Bildung (2021)
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Teaching English as a foreign language: a case study from Poland
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In: Society Register ; 4 ; 167-182 (2021)
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Comparison of delivery methods of an interprofessional education activity for occupational therapy and physical therapy students ; HPE Day 2021 Poster #002
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Reflections on the co-development of ESOL teaching material exploring LGBT lives
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A ‘mirror-image’ investigation: foreign language learners’ acculturation experiences in Chinese and British Study Abroad Programmes
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Abstract:
This study is within the context of internationalisation in worldwide higher education institutions (HEIs), focusing on Study Abroad Programmes (SAPs) for foreign language learners. A one-term or one-year abroad programme is now embedded in Foreign Studies degree programmes in many HEIs all over the world, either as an optional (e.g. in China) or compulsory component (i.e. in the UK). Nevertheless, there are limited comprehensive insights into these non-degree-oriented foreign language sojourners’ study abroad experiences in the countries of their target languages and cultures within the specific context of short-term SAPs. In particular, comparisons of SAP student sojourners’ acculturation experiences in the largest origin nation and host destination, China and the UK, remain under-studied, possibly because non-degree-oriented short-term study abroad experiences are perceived to be less formal and important than degree-oriented long-term sojourns. This has led to an inadequate understanding of the overall experiences as well as the distinct challenges that this specific cohort may face as they endeavour to learn both the language and the culture of the host environment in a relatively short period. This study aims to respond to this gap under the guidance of an overarching question: “What are the distinct features that characterise acculturation experiences in the context of Chinese and British foreign language learners where culture and language learning take place simultaneously?” Three specific research questions were formulated for the present study: 1) How do Chinese foreign language learners experience acculturation in the UK through Study Abroad Programmes? How does it compare with British foreign language learners’ experiences of acculturation in China? 2) What factors facilitate Chinese and British foreign language learners’ acculturation experiences? What factors serve as barriers? and 3) What are the first-hand lessons (benefits and challenges) when foreign language learners are exposed to the target language and culture? In seeking to address these questions, this study provides a meaningful ‘mirror-image’ investigation to explore and compare the acculturation experiences of two cohorts: a) 15 English language learners in China who took one-year SAPs to the UK, and b) 18 British learners in Chinese Studies who went to China on one-year SAPs. This study adopted purely qualitative approach where creative research techniques (i.e. vignettes and metaphors) were also employed to encourage the participants’ in-depth reflections and introspection of their experiences, with a view to facilitating and complementing the semi-structured interview method that was primarily used for collecting data. Thematic analysis was utilised as a deductive data analysis approach with the assistance of the NVivo qualitative software. Drawing upon Urie Bronfenbrenner’s Bioecological Theory of Human Development and the subsequent extended Academic Acculturation Model offered by Elliot et al. as a guiding theoretical framework, this study investigates not only the processes entailed in both groups’ acculturation experiences in SAPs, but also the key influential factors, both personal and environmental. This study proposes a further extension and conceptualisation of Bronfenbrenner’s theory, which has been termed the ‘Person-Environment Interaction Model of Acculturation’ as a contribution to knowledge. In this proposed model, a fresh and more nuanced insight is offered to unpack the intricacies in foreign language learners’ short-term SAP sojourns. In the Person-Environment Interaction Model of Acculturation among SAP learners, three important components of their experiences of acculturation are identified: a) the ‘in-between direct producer’ (i.e. the person), b) the ‘bi-contextualising’ environment (i.e. the home and host environments), and c) the ‘liquid’ process of interactions between the individual sojourner and the environments he/she interacts with. The findings from the shared experiences of the two cohorts of short-term SAP students offer ‘mirror-image’ insights as well as a deeper and more comprehensive understanding of the (explicit, implicit and potential) bioecological-related factors that impact on these foreign language learners’ overall acculturation experiences (both academic and non-academic). On a pragmatic level, it is expected that this model will have practical utility not only for foreign language learners but also for other similar groups of international students, helping them better prepare and personalise their own acculturation experiences during their sojourns. A deeper and comparative understanding of the two groups of SAP learners can assist HEIs in offering richer practical intercultural support before, during and after students’ educational experiences abroad, and in improving intercultural pedagogy in future education, e.g. through foreign language education and SAP design. This ‘mirror-image’ investigation also offers beneficial information (e.g. facilitators, barriers, benefits and challenges) for both Chinese and British student sojourners and HEIs, enabling comparative insights on the experiences of their peers and partner HEIs (or other HEIs conducting similar programmes).
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Keyword:
H Social Sciences (General); L Education (General); LB2300 Higher Education
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URL: http://theses.gla.ac.uk/82185/7/2020HeRPhD.pdf
http://theses.gla.ac.uk/82185/
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