NNES Doctoral Students in English-Speaking Academe
The Nexus between Language and Discipline
Bibliographic Data
| ID | 22870546 |
|---|---|
| Authors | Yu-jung Chang, Yu‐Jung Chang (0000-0002-4781-0946, National Tsing Hua University, corresponding author), Y Kanno (0000-0001-8892-9647, National Tsing Hua University) |
| Year | 2010 |
| Volume | 31 |
| Issue | 5 |
| Pages | 671-692 |
| Publication date | 2010-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0142-6001 • E-ISSN: 1477-450X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/applin/amq026 |
| OpenAlex | W2135029363 |
| Language | EN |
| Citations received | 12 |
| References cited | 32 |
Since the mid-20th century, graduate schools in the USA have witnessed a growing participation of international students, many of whom do not speak English as their first language. Previous research has often portrayed non-native-English-speaking (NNES) students in US doctoral programs as disadvantaged because of the presumed primacy of English in their academic pursuits. This study examines NNES doctoral students’ participation in US academia, and in doing so, challenges this assumption. Drawing on the concepts of communities of practice (Lave and Wenger 1991; Lave 1996; Wenger 1998) and capital (Bourdieu 1977, 1991), the study analyzes how linguistic competence plays out in NNES students’ participation in three different disciplines. We argue that language competence as cultural capital does not have the same value across different disciplines and may not always be critical to NNES students’academic success. Furthermore, despite their keen awareness of their differences from their native-speaking counterparts, the NNES doctoral students in this study had other forms of cultural capital with which they claimed legitimacy and recognition in their disciplinary communities.
Competence (human resources) · Cultural capital · Disadvantaged · Discipline · First language · Legitimacy · Linguistics · Pedagogy · Political science · Social science · Sociology · Discourse Analysis in Language Studies · International Student and Expatriate Challenges · Psychology · Social and Cultural Dynamics · Social Psychology
Discourses of professional identities and linguistic capital formation of international STEM faculty
Agency and feedback-seeking
Answering vs. exploring
Unheard, overlooked, and ignored
Activity systems in transition
Academic literacy socialization through reading transformations across similar but distinctly different contexts
The academic discourse socialisation challenges and coping strategies of international graduate students entering English-medium universities
A new materialist perspective to studying L2 instructional interactions in engineering
Bilingual education as ‘glocal’ capital
Picking One's Battles
On becoming a doctoral student
Short‐Term Study Abroad in Tesol
Communities of Practice
The role of English in scientific communication
Qualitative evaluation and research methods
Handbook of theory and research for the sociology of education
Langage et pouvoir symbolique
Teaching, as Learning, in Practice
Challenges of Entering Discourse Communities Through Publishing in English
Reproduction in Education, Society and Culture
Discourse Socialization through Oral Classroom Activities in a Tesl Graduate Program
Is There an “Academic Vocabulary”
Negotiating Participation and Identity in Second Language Academic Communities
Reproduction in education, society, and culture
The economics of linguistic exchanges
Situated Learning
Cultural Capital
Respondent-Driven Sampling
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |