Picking one's battles: Nnes doctoral students' imagined communities and selections of investment

Journal of Language, Identity and Education

Volumn 10, Issue 4, 2011, Pages 213-230

  Chang, Yu Jung ^a  

^a NATIONAL TSING HUA UNIVERSITY   (Taiwan)

Author keywords

Agency; Cultural capital; Imagined community; International students; Investment; Nonnative english speakers

Indexed keywords

EID: 80052655047     PISSN: 15348458     EISSN: 15327701     Source Type: Journal    
DOI: 10.1080/15348458.2011.598125     Document Type: Article

References (53)

1. Al-Sharideh, K., & Goe, R. (1998). Ethnic communities within the university: An examination of factors influencing the personal adjustment of international students. Research in Higher Education, 39, 669-725.
2. Ahearn, L. M. (2001). Language and agency. Annual review of anthropology, 30, 109.
3. Andrade, M. S. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education, 5(2), 131-154.
4. Angelova, M., & Riazantseva, A. (1999). "If you don't tell me, how can I know?" A case study of four international students learning to write the U.S. way. Written Communication, 16(4), 491-525.
5. Belcher, D. (1994). The apprenticeship approach to advanced academic literacy: Graduate students and their mentors. English for Specific Purposes, 13, 23-24.
6. Berkenkotter, C., & Huckin, T. N. (1995). Genre knowledge in disciplinary communication: Cognition, culture, power. Mahwah, NJ: Lawrence Erlbaum.
7. Bourdieu, P. (1977). The economics of linguistic exchanges. Social Science Information, 16(6), 645-668.
8. Bourdieu, P. (1991). Language and symbolic power. Cambridge, MA: Harvard University Press.
9. Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford, UK: Oxford University Press.
10. Casanave, C. P. (2002). Writing games: Multicultural case studies of academic literacy practices in higher education. Mahwah, NJ: Lawrence Erlbaum.
11. Casanave, C. P., & Vandrick, S. (Eds.). (2003). Writing for scholarly publication. Mahwah, NJ: Lawrence Erlbaum.
12. Chang, Y. & Kanno, Y. (2010). NNES doctoral students in English-speaking academe: The nexus between language and discipline. Applied Linguistics, 31(5), 671-692.
13. Cho, S. (2004). Challenges of entering discourse communities through publishing in English: Perspectives of nonnativespeaking doctoral students in the United States of America. Journal of Language, Identity, and Education, 3, 47-72.
14. Cooke, M. (2006). "When I wake up I dream of electricity": The lives, aspirations and 'needs' of Adult ESOL learners. Linguistics and Education, 17(1), 56.
15. Deem, R., & Brehony, K. J. (2000). Doctoral students' access to research cultures-are some more unequal than others? Studies in Higher Education, 25(2), 149-165.
16. Flowerdew, J., & Miller, L. (2008). Social structure and individual agency in second language learning: Evidence from three life histories. Critical Inquiry in Language Studies, 5(4), 201-224.
17. Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Stanford, CA: Stanford University Press.
18. Golde, C. M., & Dore, T. M. (2004). The survey of doctoral education and career preparation: The importance of disciplinary contexts. In D. H.Wulff, A. E. Austin, & Associates (Eds.), Path to the professoriate: Strategies for enriching the preparation of future faculty (pp. 19-45). San Francisco, CA: Jossey-Bass.
19. Haneda, M. (2005). Investing in foreign-language writing: A study of two multicultural learners. Journal of Language, Identity, and Education, 4, 269-290.
20. Hirvela, A., & Belcher, D. (2001). Coming back to voice: The multiple choices and identities of mature multilingual writers. Journal of Second Language Writing, 10(1/2), 83-106.
21. Horvat, E. (2001). Understanding equity and access in higher education: The potential contribution of Pierre Bourdieu. Higher Education: Handbook of Theory and Research, 16, 195-238.
22. Kachru, B. (1990). The alchemy of English: The spread, functions, and modals of non-native Englishes. Urbana, IL: University of Illinois Press.
23. Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity, & Education, 2(4), 241-249.
24. Kendrick, M., & Hissani, H. (2007). Letters, imagined communities, and literate identities: Perspectives from rural Ugandan women. Journal of Literacy Research, 39(2), 195-216.
25. Kennedy, C. (2001). Language use, language planning and EAP. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 25-41). Cambridge, UK: Cambridge University Press.
26. Kim, S. (2006). Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes, 25, 479-489.
27. Kim, Y. (2007). Difficulties in quality doctoral academic advising. Journal of Research in International Education, 6(2), 171-193.
28. Krase, E. (2007). "Maybe the communication between us was not enough": Inside a dysfunctional advisor/L2 advisee relationship. Journal of English for Academic Purposes, 6, 55-70.
29. Kuwahara, N. (2008). It's not in the orientation manual: How a first-year doctoral student learned to survive in graduate school. In C. P. Casanave & X. Li (Eds.), Learning the literacy practices of graduate school: Insiders' reflections on academic enculturation (pp. 186-200). Ann Arbor, MI: University of Michigan Press.
30. Lacina, J. (2002). Preparing international students for a successful social experience in higher education. New Directions for Higher Education, 117, 321-327.
31. Leki, L. (1995). Coping strategies of ESL students in writing tasks across the curriculum. TESOL Quarterly, 29, 235-260.
32. Lovitts, B. E. (2001). Leaving the ivory tower: The causes and consequences of departure from doctoral study. Lanham, MD: Rowman & Littlefield Publishers.
33. McKay, S. L., & Wong, S. L. C. (1996). Multiple discourses, multiple identities: Investment and agency in secondlanguage learning among Chinese adolescent immigrant students. Harvard Educational Review, 66(3), 577-608.
34. Morita, N. (2002). Negotiating participation in second language academic communities: A study of identity, agency, and transformation. Unpublished doctoral dissertation, University of British Columbia, Vancouver, Canada.
35. Morita, N. (2004). Negotiating participation and identity in second language academic communities. TESOL Quarterly, 38(4), 573-603.
36. Nettles, M. T., & Millett, C. M. (2006). Three magic letters: Getting to Ph.D. Baltimore, MD: John Hopkins University Press.
37. Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Harlow, United Kingdom: Longman.
38. Norton, B. (2001). Non-participation in imagined communities and the language classroom. InM. P. Breen (Ed.), Learner contributions to language learning (pp. 159-171). London, UK: Longman.
39. Norton Peirce, B. (1995). Social identity, investment and language learning. TESOL Quarterly, 29(1), 9-29.
40. Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor, MI: University of Michigan Press.
41. Pavlenko, A., & Lantolf, J. (2000). Second language learning as participation and the (re)construction of selves. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 155-178). Oxford, UK: Oxford University Press.
42. Perrucci, S. S., & Hu, H. (1995). Satisfaction with social and educational experiences among international graduate students. Research in Higher Education, 36(4), 491-508.
43. Poyrazli, S., & Kavanaugh, P. R. (2006). Marital status, ethnicity, academic achievement, and adjustment strains: The case of graduate international students. College Student Journal, 40(4), 767-780.
44. Prior, P. (1998). Writing/disciplinarity: A sociohistoric account of literate activity in the academy. Mahwah, NJ: Lawrence Erlbaum.
45. Scott, J. (1995). Sociological theory: Contemporary debates. Aldershot, UK: Edward Elgar.
46. Shaw, P. (1991). Science research students' composing processes. English for Specific Purposes, 10, 189-206.
47. Tardy, C. M. (2004). The role of English in scientific communication: Lingua franca or Tyrannosaurus rex? Journal of English for Academic Purposes, 3, 247-269.
48. Tardy, C. M. (2005). Expressions of disciplinarity and individuality in a multimodal genre. Computers and Composition, 22(3), 319-336.
49. Tomich, P. C., McWhirter, J. J., & Darcy, M. U. A. (2003). Personality and international students' adaptation experience. International Education, 33, 22-39.
50. Trice, A. G. (2003). Faculty perceptions of graduate international students: The benefits and challenges. Journal of Studies in International Education, 7(4), 379-403.
51. Van Dijk, T. A. (1994). Academic nationalism. Discourse and Society, 5, 275-276.
52. Welch, J. V. (2008). Doctorate recipients from United States universities: Selected tables 2007. Chicago, IL: National Opinion Research Center.
53. Wenger, E. (1998). Communities of practice. Cambridge, UK: Cambridge University Press.