Abstract Using the theoretical framework of language socialization, this paper investigates the local contexts in which four international students were initiated into citation during their first semester in a Masters in Teaching English to Speakers of Other Languages (MA-TESOL) program. Drawing from 38 hours of observation and audiotaping in two teaching methods courses, interviews with instructors and students, and students’ texts, it situates students’ citation practices within the discourses surrounding source use in the classroom and in the program. Instructors envisioned “doing citation” as embedded within larger processes of academic and professional enculturation through which students would dialogue with sources and develop professional voices as members of a TESOL/applied linguistics community who based teaching practice on theory and research rather than personal experience. However, socializing interactions around citation focused on its formal aspects and characterized it as a requirement for writing done in the program, but with little relevance otherwise. Analysis of students’ texts reveals that they were being socialized into citation as a school-based academic convention, but provides little evidence of dialogue with sources and suggests that students regarded the theoretical and the personal as two distinct and irreconcilable ways of knowing.

中文翻译：

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在 TESOL 研究生课程中引用作为一种社会实践：一种语言社会化方法

摘要 本文利用语言社会化的理论框架，调查了四名国际学生在第一学期开始学习英语教学硕士（MA-TESOL）项目的当地背景。从两门教学方法课程中 38 小时的观察和录音、与教师和学生的访谈以及学生的课文中汲取灵感，它将学生的引文实践置于围绕课堂和程序中源使用的话语中。教师设想“做引用”嵌入在更大的学术和专业文化过程中，通过该过程，学生将作为 TESOL/应用语言学社区的成员与来源对话并发展专业声音，他们的教学实践基于理论和研究，而不是个人经验。然而，围绕引文的社交互动侧重于其形式方面，并将其描述为在程序中完成写作的要求，但在其他方面几乎没有相关性。对学生文本的分析表明，他们正在被社会化为基于学校的学术惯例，但几乎没有提供与来源对话的证据，并表明学生将理论和个人视为两种截然不同且不可调和的认识方式。然而，围绕引文的社交互动侧重于其形式方面，并将其描述为在程序中完成写作的要求，但在其他方面几乎没有相关性。对学生文本的分析表明，他们正在被社会化为基于学校的学术惯例，但几乎没有提供与来源对话的证据，并表明学生将理论和个人视为两种截然不同且不可调和的认识方式。然而，围绕引文的社交互动侧重于其形式方面，并将其描述为在程序中完成写作的要求，但在其他方面几乎没有相关性。对学生文本的分析表明，他们正在被社会化为基于学校的学术惯例，但几乎没有提供与来源对话的证据，并表明学生将理论和个人视为两种截然不同且不可调和的认识方式。