Branding/Logomark minus Citation Combined Shape Icon/Bookmark-empty Icon/Copy Icon/Collection Icon/Close Copy 7 no author result Created with Sketch. Icon/Back Created with Sketch. Match!
  • References (26)
  • Citations (4)
Published on Jun 1, 2015in TESOL Quarterly 2.72
Sandra Zappa-Hollman3
Estimated H-index: 3
(UBC: University of British Columbia),
Patricia A. Duff25
Estimated H-index: 25
(UBC: University of British Columbia)
This article introduces the notion of individual network of practice (INoP) as a viable construct for analyzing academic (discourse) socialization in second language (L2) contexts. The authors provide an overview of social practice theories that have informed the development of INoP—community of practice (CoP; Lave & Wenger, 1991; Wenger, 1998) and social network theory (Milroy, 1987)—and review relevant literature on academic discourse socialization and more general L2 learning studies that hav...
Published on Apr 1, 2013in Journal of Language Identity and Education 0.74
Seonhee Cho4
Estimated H-index: 4
(College of Mount Saint Vincent)
This study examined the disciplinary enculturation experiences of three Korean students in U.S.-based Master of Arts in Teaching English to Speakers of Other Languages (MATESOL) programs. Guided by theories of situated learning (Lave & Wenger, 1991; Wenger, 1998) and social identities (Block, 2007; Clarke, 2008; Norton, 2009), and largely drawn from in-depth interview data, this study discovered key factors that affect students' disciplinary enculturation experiences. Findings suggest that stude...
Published on Jan 1, 2013in Language Teaching 1.56
Ken Hyland58
Estimated H-index: 58
(HKU: University of Hong Kong)
This paper challenges the widespread view that writing is somehow peripheral to the more serious aspects of university life ‐ doing research and teaching students. It argues that universities are ABOUT writing and that specialist forms of academic literacy are at the heart of everything we do: central to constructing knowledge, educating students and negotiating a professional academic career. Seeing literacy as embedded in the beliefs and practices of individual disciplines, instead of a generi...
Published on Jan 1, 2013
Jonathon Reinhardt10
Estimated H-index: 10
Hsin-I Chen1
Estimated H-index: 1
There is no doubt that students abroad make use of social networking sites (SNS) to connect to old friends at home and new friends in their new contexts. SNS like Facebook have boomed in popularity in recent years — according to the Facebook Newsroom Key Facts page in November 2012, over 1 billion people around the world use the service, with over 580 million using it daily and 81 percent of its users outside North America. Observing this ubiquity, applied linguists have claimed that social netw...
Published on Feb 27, 2012in TESL Canada Journal
Martin Andrew4
Estimated H-index: 4
The purpose of this article is to describe the sociocultural learning of 40 secondyear students in a Bachelor of Arts in English-as-an-additional-language (EAL) program in Auckland, New Zealand. These learners participated in a teaching and learning intervention involving journalized community placement. The study illustrates how reflective journals can be used as a vibrant teaching, learning, and assessment tool, enabling students to make connections with the culture of their host country, to r...
Published on Jan 1, 2012in English for Specific Purposes 1.70
Lisya Seloni4
Estimated H-index: 4
(ISU: Illinois State University)
Abstract This study reports findings from a micro-ethnographic analysis of the academic literacy socialization of six multilingual students in the field of education as they progressed through their first-year of doctoral education. The main purpose of this study was to investigate the academic socialization processes that these multilingual students underwent while building academic knowledge and social relationships, and to gain an understanding of disciplinary knowledge in a second language. ...
Published on Dec 1, 2011in System 1.93
Mei-ching Ho1
Estimated H-index: 1
(Taipei Municipal University of Education)
Abstract This study examines the nature of small-group discussion and explores how it fosters oral academic discourse socialization in a TESOL postgraduate course. The participants included four native-English speaking and six non-native English Speaking postgraduate students at a state university in the U.S. The findings revealed that small-group discussions provided a context in which students were gradually socialized into the discipline-specific discourse and the practices of an ESL/EFL prof...
Abstract This article reports an investigation of second language (L2) students’ class participation in English-language university courses in two different modes: face-to-face off-line and asynchronous online. The study addressed (1) what characteristics of academic online discourse were created in graduate courses; (2) how students reported their construction of online discourse and what problems they faced; and (3) what participant roles L2 students exhibited in their academic online discours...
Published on Jan 31, 2011in the CALICO Journal
Jonathon Reinhardt10
Estimated H-index: 10
Victoria Zander1
Estimated H-index: 1
This ongoing project seeks to investigate the impact, inside and outside of class, of instruction focused on developing learner awareness of social-networking site (SNS) use in an American Intensive English Program (IEP). With language socialization as an interpretative framework (Duff, in press; Ochs, 1988; Watson-Gegeo, 2004), the project uses a variety of qualitative and quantitative classroom research techniques to follow cohorts of intermediate-level students during instruction and by traci...
Published on Apr 1, 2010in Language Teaching Research 2.32
Luxin Yang2
Estimated H-index: 2
(Beijing Foreign Studies University)
This study investigated the negotiations and challenges experienced by five Chinese ESL (English as a second language) students of Commerce through their engagement in an academic presentation in a regular content course at a Canadian university. Multiple sources of data were collected, including interviews, class observations, group discussions, emails, field notes, assignment drafts, and course materials. Data analysis showed that, in their preparatory activities outside the classroom, student...
Cited By4
Published on Jun 1, 2019in Journal of Second Language Writing 4.20
Debra A. Friedman5
Estimated H-index: 5
(IU: Indiana University)
Abstract Using the theoretical framework of language socialization, this paper investigates the local contexts in which four international students were initiated into citation during their first semester in a Masters in Teaching English to Speakers of Other Languages (MA-TESOL) program. Drawing from 38 hours of observation and audiotaping in two teaching methods courses, interviews with instructors and students, and students’ texts, it situates students’ citation practices within the discourses...
Published on Feb 1, 2017in Linguistics and Education 1.52
Tim Anderson5
Estimated H-index: 5
(UVic: University of Victoria)
Abstract This article examines the internal and external academic discourse socialization of seven Chinese PhD students at a large Canadian university. Through the use of interviews, participant-generated written narratives, and discussion of written feedback, this longitudinal multiple case study uncovered multiple and complex factors facilitating students’ socialization into local practices, discourses, and communities during their doctoral study. This article highlights the disciplinary role ...
The present study provides an in-depth, longitudinal account of an undergraduate student’s L2 discourse socialization in an academic exchange program in Canada. By invoking Rogoff’s (1995) notion of participatory appropriation, this qualitative case study examined an L2 student’s task-related strategies and performance as they evolved over time in a study-abroad context. Thus, it revealed the cumulative effects of her participation in the development of knowledge and skills required to accomplis...
Published on Dec 1, 2015in Journal of English for Academic Purposes 1.73
Ismaeil Fazel1
Estimated H-index: 1
(UBC: University of British Columbia),
Ling Shi17
Estimated H-index: 17
(UBC: University of British Columbia)
Abstract Although expert and student citation behaviors have been explored in different genres, doctoral students' citation behaviors in grant proposal writing have so far not been subject to investigation. This paper reports on an exploratory study involving six doctoral students in education at a research-intensive Canadian university. The participants commented on the citations they used in their grant proposals submitted to a federal funding agency. The qualitative data analysis yielded five...