Advanced academic literacy development
A case study of a successful Chinese doctoral student
Bibliographic Data
| ID | 12112900 |
|---|---|
| Authors | Rong Ma (0000-0001-8941-6966, Qufu Normal University, corresponding author) |
| Year | 2018 |
| Volume | 32 |
| Issue | 2 |
| Pages | 207-222 |
| Publication date | 2018-10-30 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2018.1540633 |
| OpenAlex | W2899067215 |
| Language | EN |
| Citations received | 6 |
| References cited | 32 |
This study investigates the process and its effect for a doctoral student's advanced academic literacy (AAL) development in the context of student-supervisor relationship (SSR). The data sources comprise an authentic three-year tutorial record and 68 reflective learning journals written by a successful Chinese doctoral student of linguistics. The case shows that the participant developed a cognitive, cooperative, dialogic and instructive student-supervisor relationship and her learning activities in doctoral education are rich and constructive. The participant built her expertise mainly through knowledge acquisition and by a significant amount of academic writing practice for publication. Aided by her supervisor, the participant successfully joined as a research member the given sociocultural community. This socialisation promotes her professional identity transformation. The findings also reveal some weaknesses in the participant's AAL development, such as a lack of solid theoretical knowledge base, meaningful peer interaction, and in-depth integration into the international academic community
Constructive · Context (archaeology · Dialogic · Literacy · Mathematics education · Participant observation · Pedagogy · Process (computing · Sociology · Computer Science · Doctoral Education Challenges and Solutions · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology
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Situated Learning
| Citations per year | 1 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |