Multilingual development through study abroad in multilingual Asian universities: a case study of a Vietnamese international student in Taiwan 1

IF 2.5 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yueh-ching Chang
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Abstract

ABSTRACTWith the rise in the number of international students (ISs) in many Asian universities, some recent research has investigated ISs’ linguacultural experience in the new Asian educational hubs. Current research has shown that while English is used as the de facto academic lingua franca in many of these hubs, the local language of the host nation also plays critical roles in shaping ISs’ social and academic interaction in multilingual Asian universities. Nevertheless, in most studies, ISs were generally positioned as a homogeneous group, dismissing the idiosyncrasies in their historical and sociocultural backgrounds. Informed by multilingualism [Kramsch, C. 2009. The Mmultilingual Ssubject. Oxford, NY: Oxford University Press] and the theory of identity and investment (Darvin, R., and B. Norton. 2015. “Identity and a Model of Investment in Applied Linguistics.” Annual Review of Applied Linguistics 35:36–56), this study adopted a qualitative case study methodology to investigate the multilingual development of a male, doctoral Vietnamese international student in a Taiwanese university where English and Chinese are the academic lingua francas. Data were collected through interviews, reflection journals, observation of social media posts, and relevant documents. Findings of the study illuminate how capital, ideologies, and identities worked in tandem to shape the participant’s multilingual development in a Taiwanese university. These findings invite educators to challenge the hegemony of monolingualism and cultivate multilingual users in the globalized world.KEYWORDS: Multilingual identityinvestmentinternational studentsmultilingual universities Disclosure statementNo potential conflict of interest was reported by the author.Notes1 Although English was frequently used as the main language in our interview, this chunk of the interview talk took place in Mandarin Chinese. To facilitate reader comprehension, its English translation is presented.Additional informationFundingThis work was supported by Ministry of Science and Technology, Taiwan [grant number MOST 110-2410-H-A49-025].Notes on contributorsYueh-ching ChangYueh-ching Chang is an assistant professor in the Graduate Institute of TESOL at National Yang Ming Chiao Tung University, Taiwan. Her recent publications can be found in Research in the Teaching of English, Language and Intercultural Communication, and Taiwan Journal of TESOL.
亚洲多语大学的多语发展:以一名越南留学生为例
摘要随着亚洲高校国际学生人数的增加,近年来一些研究对亚洲新兴教育中心的国际学生的语言文化体验进行了调查。目前的研究表明,虽然英语在许多这些中心被用作事实上的学术通用语,但东道国的当地语言在塑造留学生在多语种亚洲大学的社会和学术互动方面也起着关键作用。然而,在大多数研究中,ISs通常被定位为一个同质群体,忽视了其历史和社会文化背景的特质。多语言的信息[Kramsch, C. 2009]。多语言主体。《身份与投资理论》(Darvin, R., and B. Norton. 2015)。“认同与应用语言学投资模式”。本研究采用定性个案研究方法,调查一名就读于台湾一所以英语和中文为学术通用语的大学的越南男博士生的多语言发展。通过访谈、反思日志、观察社交媒体帖子和相关文件收集数据。研究结果阐明了资本、意识形态和身份认同如何协同作用,塑造了台湾大学参与者的多语言发展。这些发现促使教育工作者挑战单语霸权,在全球化的世界中培养多语使用者。关键词:多语种身份投资国际学生多语种大学披露声明作者未报告潜在利益冲突。注1虽然在我们的采访中经常使用英语作为主要语言,但这一部分的采访谈话是用普通话进行的。为方便读者理解,文中给出了其英文译文。本研究由台湾科学技术部资助[批准号MOST 110-2410-H-A49-025]。作者简介张月清,台湾国立阳明交通大学TESOL研究院助理教授。主要著作有《英语、语言与跨文化交际教学研究》、《台湾TESOL》等。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
7.90
自引率
7.10%
发文量
93
期刊介绍: The aim of this Journal is to be thoroughly international in nature. It disseminates high-quality research, theoretical advances, international developments to foster international understanding, and to spread ideas about initiatives in bilingualism and bilingual education. The Journal seeks: • To promote theoretical and applied research into bilingual education and bilingualism. • To provide a truly international exchange, and to encourage international debates and discussions on key issues in areas of controversy in bilingual education and bilingualism. audience.
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