International Doctoral Students' Literacy Recollections: Impact of Reading and Writing Development Across Time

• In Event: International Practices in Graduate and Postdoctoral Education

Abstract

The study focused on how international doctoral students from different cultures develop as readers and writers? More specifically, the study examines the role of culture and social practices of reading and writing within and outside school which supported this literacy development. Using a qualitative research methodology, four different sources of data was used email survey, response to a poem, a written narrative, and a writing sample. Data sources from four participants from South Korea, Argentina, West Africa, and Uzbekistan enrolled in a southwestern university was collected and analyzed. Findings showed that practices emerging from “Learner generated inquiries” at school and home strongly entrenched in social and cultural contexts (Ching, Kitt-Hinrichs & Nguyen, 2006) lead to better planned literacy events.

Authors

• Anita Nigam, Texas Tech University

• Carole Janisch, Texas Tech University