The difficulties non-native-English-speaking students encounter within the field of international education was explored though ethnographic research I conducted on a private Australian accounting college in China. This institute functions within a system and structure of education that has been designed elsewhere – generally for a native-English-speaking learner – under practices of standardization rather than specificity of context. Conflict experienced within everyday practices surrounding discourses of linguistic competences are uprooted to reveal how non-native-English-speaking students are positioned within this field. This positioning requires individuals to follow and recognize a system of learning, acceptable forms of knowledge, and a privileged way of communicating. When previously formed subject positions are individually and/or institutionally deemed in contradiction with this field, conflict within everyday practices arises. While counter-discourses were found within the use of native-languages, they were primarily negatively sanctioned within educational practices leading to further forms of standardization. / Graduate
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/3535 |
| Date | 31 August 2011 |
| Creators | Pullman, Ashley |
| Contributors | Carroll, William K. |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
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