Queen's University - Utility Bar

QSpace at Queen's University >
Theses, Dissertations & Graduate Projects >
Queen's Theses & Dissertations >

Please use this identifier to cite or link to this item: http://hdl.handle.net/1974/1130

Title: Identity re/construction of cross-cultural graduate students
Authors: Li, Xuemei

Files in This Item:

File Description SizeFormat
Li_Xuemei_200804_PhD.pdf1.4 MBAdobe PDFView/Open
Keywords: Identity construction
Cross-cultural
Education
English as a second language
Personal identity
Writer identity
Additional culture
Additional language
Mediated space
Mediated self
Academic writing
Academic culture
Ambiguity
Differences
Mediation
Interpretive research
Issue Date: 2008
Series/Report no.: Canadian theses
Abstract: This research explores the identity reconstruction of graduate students in additional language (AL) contexts. It addresses not only the issue of language proficiency in self-representation, but also more complicated factors that influence self-positioning and perceived social positioning in an additional culture, as well as ways of establishing the self in academic writing. The research is grounded in language learning theories in second language education and identity theories in linguistics, sociology, and cultural studies. Eleven graduate students participated in the study, among whom five were international students at a Chinese university and six were Chinese students at a Canadian university. Data were drawn from a questionnaire, writing samples, interviews, and email correspondence. Commonalities and divergences were found between groups and within groups. I developed a framework of writer identity for AL graduate students prior to the study and modified it in the discussion. Based on the data, I elaborated on the connections of personal identity and writer identity, and conceptualized for AL speakers a mediated space incorporating home culture and host culture but going beyond the overlap of the two, as well as a mediated self that is achieved through negotiation with the available options in their respective social context.
Description: Thesis (Ph.D, Education) -- Queen's University, 2008-04-24 23:24:36.208
URI: http://hdl.handle.net/1974/1130
Appears in Collections:Queen's Theses & Dissertations
Education Graduate Theses

Items in QSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

 

  DSpace Software Copyright © 2002-2008  The DSpace Foundation - TOP