支持超级多样化的多语言国际学生:来自民族志探索的见解

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Qianqian Zhang‐Wu
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引用次数: 0

摘要

在这项研究中,我运用人种学的方法来探索三名多语言国际学生在大学写作课堂上及以后的第一学期语言功能。通过超多样性的视角(),我调查了参与者在作为中国留学生的共同成员之外的经历,并揭示了与他们的语言和识字背景相关的群体内的差异。研究结果表明,多语言国际学生不同的高中经历可能使他们处于不同的海外学习文化适应阶段;在支持“ELL”的传统范式之外理解他们的超多样性是至关重要的。研究结果表明,超多样性在使我们对美国高等教育中的多语制和多语言学生支持的理解复杂化方面发挥着重要作用。我认为,承认和理解超多样性对多语言国际学生和他们的老师来说都很重要。所有跨学科的大学教育工作者都必须超越简单地承认超级多样性的存在。相反,他们必须明确地教授它来对抗英语的零点()。本文概述了实践教学活动,以促进新移民在大学中顺利过渡语言,并通过揭穿单语言假设来实现语言赋权。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Supporting Superdiverse Multilingual International Students: Insights from an Ethnographic Exploration
In this study, I draw upon ethnographic methods to explore three multilingual international students’ first-semester linguistic functioning in their college writing classrooms and beyond. Through the lens of superdiversity (), I investigate participants’ experiences beyond their shared membership as Chinese international students and unpack within-group variabilities in relation to their language and literacy backgrounds. The findings indicate that multilingual international students’ varying high school experiences are likely to position them at different acculturative stages for overseas studies; it is crucial to understand their superdiversity beyond the traditional paradigms of supporting “ELLs.” The findings illustrate that superdiversity plays an important role in complicating our understandings of multilingualism and multilingual student support in American higher education. I argue that recognizing and understanding superdiversity is important for both multilingual international students and their teachers. All college educators across the disciplines must go beyond simply acknowledging the existence of superdiversity. Instead, they must explicitly teach it to combat the zero point of English (). This article outlines hands-on pedagogical activities to facilitate new arrivers’ smooth linguistic transition in college and achieve linguistic empowerment by debunking monolinguistic assumptions.
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来源期刊
Research in the Teaching of English
Research in the Teaching of English EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
9.10%
发文量
0
期刊介绍: Research in the Teaching of English (RTE) is a broad-based, multidisciplinary journal composed of original research articles and short scholarly essays on a wide range of topics significant to those concerned with the teaching and learning of languages and literacies around the world, both in and beyond schools and universities.
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