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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/25472

Title: Learning to Adjust to the Canadian Graduate Classroom: A Multiple Case Study of the Participation of Four Chinese Graduate Students in Classroom Discussions at a Canadian University
Authors: Chen, Cuijie
Advisor: Gagne, Antoinette
Department: Curriculum, Teaching and Learning
Keywords: second language learning
classroom discussions
classroom participation
studying abroad
Issue Date: 17-Dec-2010
Abstract: This study investigates how 4 newly admitted Chinese international graduate students participate in classroom discussions at a Canadian university. This qualitative research provides rich descriptions of their backgrounds and classroom participation, as well as their voices related to their classroom experiences. Framed by Language Socialization Theory, the study examines the classroom contexts where the students are socialized, particularly the social relations in the classroom that influence the 4 students’ participation. The study also investigates the role of the 4 students’ agency in the negotiation of access and participation in classroom discussions, as well as their identity formation in classroom communities. The findings of this research highlight the co-constructed and bi-directional nature of language socialization. The 4 students’ classroom experiences are not only shaped by their educational, cultural and social backgrounds, but are also jointly constructed by local contextual factors in Western classrooms. Pedagogical implications are also discussed.
URI: http://hdl.handle.net/1807/25472
Appears in Collections:Master
Department of Curriculum, Teaching and Learning - Master theses

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