This study examined the language socialization of international students in the
graduate school context of a western Canadian university. Focusing on one pervasive
speech event, academic presentations (APs), this study explored the role this socioculturally
organized activity played in facilitating students' linguistic and sociocultural development,
and how it aided them in negotiating their entry into the academic world.
The participants in this study included 55 graduate students and nine course instructors.
Thirty seven students were native speakers (NSs) of English, while the remaining 18-
-the focal participants of this study—were non-native speakers of English (NNSs). The sites
were seven graduate courses in six different departments in three different faculties (Faculty
of Medicine, Faculty o f Arts, and Faculty o f Applied Science).
A qualitative approach was employed, and thus multiple kinds of data were gathered
over a four-month period. Data collection methods included: (a) open-ended interviews
with participants; (b) tape-recorded observations of APs; (c) researcher's fieldnotes
of APs; and (d) collection of written documents (e.g., course outlines). Data were analyzed
following Bogdan and Biklen (1992) by identifying major and minor themes while iteratively
going over the data.
A comparison of APs across disciplines is included, examining aspects such as A P
content, sequence, length, and format. As well, an analysis of the qualities promoted in each
field and of the multiple purposes APs fulfil is provided and related to the complex socialization
(i.e., both linguistic and sociocultural) of international graduate students.
Findings of the study suggested that APs are a complex task whose meaning is not
fixed, but rather is determined by the interplay of the broad context of the academic world,
the micro-context of each community of practice, and ultimately by each individual. With
regard to the language socialization 6f NNSs, APs challenged students in both linguistic
and sociocultural ways. However, by observing, participating in, and reflecting on APs,
students gained increased membership and competence within their academic communities. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/11937 |
| Date | 11 1900 |
| Creators | Zappa Hollman, Sandra Carolina |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 8487646 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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