The Doctoral Gaze: Transnational Doctoral Students' Language Socialization in the United States

• In Event: AERA Poster Session 6
  In Poster Session: Division J Poster Session: Faculty, Curriculum, and Teaching 2

Abstract

This study examined Chinese international TESOL doctoral students’ academic discourse socialization in TESOL academic communities. Rooted in the academic discourse socialization theory (Duff, 2010), this longitudinal multiple-case study analyzed the three Chinese TESOL doctoral students’ lived experiences of academic socialization in two higher education institutes. The findings suggest the focal participants’ academic discourse socialization was mediated by their identity construction and negotiation, their participation in community of practice, and different forms of capital. The participants were socialized into academic discourses through their interactions with more experienced fellows within the communities. By participating in the community of practice, the focal students gained different forms of capital and experienced different degrees of competence and memberships within the communities.

Author

• Tsung-han Weng, University of Kansas