L2 Academic Discourse Socialization through Oral Presentations: An Undergraduate Student’s Learning Trajectory in Study Abroad

2016 ◽  
Vol 72 (1) ◽  
pp. 95-121 ◽  
Author(s):  
Masaki Kobayashi
Keyword(s):  
Study Abroad ◽  
Academic Discourse ◽  
Learning Trajectory ◽  
Oral Presentations ◽  
Discourse Socialization

scholarly journals Academic Discourse Socialization, Scaler Politics of English, and Racialization in Study Abroad: A Critical Autoethnography

2019 ◽  
Author(s):  
Pramod Sah
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
English Language ◽  
Native Speaker ◽  
Personal Narratives ◽  
Academic Discourse ◽  
Power Dynamics ◽  
Adjustment Difficulties ◽  
The Uk ◽  
Discourse Socialization

In this age of rising animosity to newcomers in host societies, study abroad students are often reported to receive maltreatment and discrimination. To this end, I conducted a critical autoethnographic study that responds to the trajectory of my English language learning in the UK and explores my adjustment difficulties and factors such as racialized linguistic discrimination. It also reveals the types of agency that I employed in the process of academic discourse socialization and unpacks causes and processes of renegotiating and reconstructing my identity as a learner and user of the English language. The data for this study was gathered from Facebook posts, written assignment feedback, and my personal narratives and memory. The study reveals that upon finding myself in a community different from what I had imagined prior to my sojourn and with contested power dynamics between local peers and international students in classroom discourse socialization, I became disappointed and stressed and that, in turn, obstructed my learning process. However, my personal investment and agency later led me to develop my own community of practice with those who shared similar linguistic and cultural backgrounds. Meanwhile, I received what seemed to me to be racial discrimination based on my identity as a non-native speaker of English, which was the result of a scaler politics of English and perhaps blatant racism toward a student of a third-world country that saw my use of English as inferior. Therefore, the study invites institutions in host countries to reflect on their language orientation and how it is responsive (not responsive) to newcomers.

Academic Discourse Socialization

2017 ◽  
pp. 1-17 ◽  
Author(s):  
Masaki Kobayashi ◽  
Sandra Zappa-Hollman ◽  
Patricia A. Duff
Keyword(s):  
Academic Discourse ◽  
Discourse Socialization

Students’ use of asynchronous discussions for academic discourse socialization

2010 ◽  
Vol 31 (3) ◽  
pp. 315-335 ◽  
Author(s):  
Gulbahar H. Beckett ◽  
Carla Amaro‐Jiménez ◽  
Kelvin S. Beckett
Keyword(s):  
Academic Discourse ◽  
Asynchronous Discussions ◽  
Discourse Socialization

Language Socialization into Academic Discourse Communities

2010 ◽  
Vol 30 ◽  
pp. 169-192 ◽  
Author(s):  
Patricia A. Duff
Keyword(s):  
Language Socialization ◽  
Academic Discourse ◽  
Discourse Communities ◽  
Academic Communities ◽  
Theoretical Perspectives ◽  
Social Positioning ◽  
The Social ◽  
Personal Transformations ◽  
And Performance ◽  
Discourse Socialization

Although much has been written about academic discourse from diverse theoretical perspectives over the past two decades, and especially about English academic discourse, research on socialization into academic discourse or literacies in one's first or subsequently learned languages or into new discourse communities has received far less attention. Academic discourse socialization is a dynamic, socially situated process that in contemporary contexts is often multimodal, multilingual, and highly intertextual as well. The process is characterized by variable amounts of modeling, feedback, and uptake; different levels of investment and agency on the part of learners; by the negotiation of power and identities; and, often, important personal transformations for at least some participants. However, the consequences and outcomes of academic discourse socialization are also quite unpredictable, both in the shorter term and longer term. In this review I provide a brief historical overview of research on language socialization into academic communities and describe, in turn, developments in research on socialization into oral, written, and online discourse and the social practices associated with each mode. I highlight issues of conformity or reproduction to local norms and practices versus resistance and contestation of these. Next, studies of socialization into academic publication and into particular textual identities are reviewed. I conclude with a short discussion of race, culture, gender, and academic discourse socialization, pointing out how social positioning by oneself and others can affect participants’ engagement and performance in their various learning communities.

scholarly journals Oral Academic Discourse Socialization of an ESL Chinese Student: Cohesive Device Use

2016 ◽  
Vol 6 (1) ◽  
pp. 65
Author(s):  
Sue Wang ◽  
Tammy Slater
Keyword(s):  
Oral Language ◽  
Language Socialization ◽  
Systemic Functional Linguistics ◽  
Academic Discourse ◽  
Chinese Student ◽  
Language Instruction ◽  
Academic Community ◽  
Analysis Tool ◽  
Functional Linguistics ◽  
Discourse Socialization

<p>Framed in language socialization theory, this study examines the longitudinal cohesive device development of an ESL Chinese graduate student over time during his discourse socialization by focusing on his oral presentations through a systemic functional linguistics approach. The study found that the participant improved in his use of textual resources as he continued his discourse socialization in the academic community that he had joined. Yet the problems and challenges the participant faced during his development of cohesive devices also illustrated the complexity and non-linear characteristics of academic discourse socialization. The study contributes to language socialization research by employing a systemic functional linguistics approach as an analysis tool for longitudinal linguistic discourse development. The findings inform second language curriculum and instruction, particularly oral language instruction.</p>

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