Journal of Language, Identity & Education ( IF 1.770 ) Pub Date : 2020-07-02 , DOI: 10.1080/15348458.2020.1777869 Jason Schneider 1 , Li Jin 1
ABSTRACT
The number of international students in U.S. higher education has increased in recent years. Many of these students face English language challenges, but we know little about what faculty across the disciplines are doing to support their linguistic needs. This article presents findings from a qualitative study comprised of interviews with 15 faculty members at one institution to answer two questions: a) To what extent do faculty across the disciplines recognize the role of socialization in second language learning? and b) What practices do faculty across the disciplines claim to use to linguistically socialize international students into local communities? Findings indicate that most faculty in the study recognize basic tenets of language socialization and claim to enact pedagogies to support international students’ socialization experiences. However, a smaller number of participants are resistant to acting as language socializers. The authors offer suggestions to administrators and faculty interested in supporting international students.
中文翻译:
跨学科的国际学生和教师:语言社会化视角
摘要
近年来,美国高等教育的国际学生人数有所增加。这些学生中的许多人都面临着英语语言的挑战,但我们对跨学科的教师正在做什么来支持他们的语言需求知之甚少。本文介绍了一项定性研究的结果,该研究包括对一个机构的 15 名教职员工的采访,以回答两个问题:a) 跨学科的教职员工在多大程度上认识到社会化在第二语言学习中的作用?b) 跨学科的教师声称使用哪些实践来使国际学生在语言上融入当地社区?调查结果表明,该研究中的大多数教师都承认语言社会化的基本原则,并声称制定教学法来支持国际学生的社会化体验。然而,少数参与者拒绝充当语言社交者。作者向有兴趣支持国际学生的管理人员和教师提供建议。