scholarly journals Portraying the ‘Chinese international students’: a review of English-language and Chinese-language literature on Chinese international students (2015–2020)

2021 ◽  
Author(s):  
Cora Lingling Xu
Keyword(s):  
International Students ◽  
Global Education ◽  
English Language ◽  
Chinese Language ◽  
Chinese International Students ◽  
Future Research ◽  
Popular Discourse ◽  
Subject Positions ◽  
Post Colonial ◽  
Language Literature

AbstractThe Chinese international students are often portrayed in a monolithic manner in popular discourse. To offer a more comprehensive and critical representation of the Chinese international students, this paper conducts a thematic narrative review of 128 English-language and 74 Chinese-language peer-reviewed articles published between 2015 and 2020. Drawing on post-colonial theories, this review identifies four subject positions portrayed of the Chinese international students: the (1) neoliberal, (2) political, (3) pedagogic and (4) racialised subjects. This paper celebrates heartening developments in the literature which affirms Chinese international students’ epistemic contributions, legitimate pedagogic needs, notable heterogeneity and wide-ranging political, cultural and pedagogic agencies. It also highlights how aspects of these subject positions have exercised epistemic injustice on the Chinese international students. Meanwhile, it pinpoints the Chinese international students’ acquiescence in exacerbating global education inequalities. Among the first to bring the dominant English-language and ‘local’ perspectives of Chinese-language literature in dialogue, this article notes divergent focuses and indicates unique contributions to historicising research on Chinese international students made by the latter. This article challenges popular perceptions of Chinese international students, questions production of knowledge, and pinpoints future research directions.

American Undergraduate Students’ Social Experiences With Chinese International Students

2020 ◽  
Vol 29 (4) ◽  
pp. 354-370
Author(s):  
Takahiro Sato ◽  
Valerie Burge-Hall ◽  
Tsuyoshi Matsumoto
Keyword(s):  
International Students ◽  
Social Exchange ◽  
Undergraduate Students ◽  
Global Education ◽  
Social Exchange Theory ◽  
Social Experiences ◽  
Chinese International Students ◽  
International Exchange ◽  
American University ◽  
The Social

The purpose of this study was to describe and explain American undergraduate students’ social experiences interacting with non-native English-speaking Chinese international students during conversational practices at an American university. This study used an explanatory (holistic) multiple case study design (Yin, 2003) using in-depth, semistructured interviews grounded in the social exchange theory. The participants were seven American students (three men and four women) who served as conversation partners of Chinese international exchange students during each fall semester. Three major interrelated and complex themes emerged from the data. They were (a) developing social reward relationships, (b) proving the social norm information during the conversational partnerships, and (c) employing/utilizing strategies for developing trust relationships. The results of this study can be utilized to encourage faculty, global education office staff, and all students to respect, value, and embrace the languages and cultures of Chinese international students. This contribution can prompt a greater appreciation for diversity which leads to meaningful academic, athletic, and social experiences for all students at American college and university.

scholarly journals Enhancing the Employability of Chinese International Students: Identifying Achievements and Gaps in the Research Field

2017 ◽  
Vol 5 (1) ◽  
pp. 77-89
Author(s):  
Xuemeng Cao ◽  
Xuemeng Cao
Keyword(s):  
Higher Education ◽  
International Students ◽  
Labour Market ◽  
Critical Review ◽  
Research Field ◽  
Chinese International Students ◽  
Future Research ◽  
International Dimension ◽  
Graduate Employability ◽  
Retrospective Account

This article shows what achievements have been made by existing studies on graduate employability, and what gaps need to be filled in this field. It starts with a retrospective account of the changing concept of employability, followed by a presentation of the practices that have been used to support graduate employability enhancement in different countries. Moreover, this article gives a critical review of Chinese contexts of graduate labour market. Last but not least, limitations of existing studies are identified, which reflect an expectation for future research on graduate employability to meet the demand of an increasingly international dimension of higher education.

scholarly journals The Commodification of Chinese in Thailand’s Linguistic Market: A Case Study of How Language Education Promotes Social Sustainability

2020 ◽  
Vol 12 (18) ◽  
pp. 7344
Author(s):  
Shujian Guo ◽  
Hyunjung Shin ◽  
Qi Shen
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
Low Income ◽  
English Language ◽  
Chinese Language ◽  
Language Education ◽  
Social Sustainability ◽  
Future Research ◽  
Critical Approach ◽  
Chinese Language Learners

In recent decades, the commodification of the English language has aroused intensive research interest in the sociolinguistics on a global scale, but studies on the commodification of the Chinese language are relatively rare. Most studies take a critical approach in relation to its adverse impacts on minority rights and social justice. This study examined the language landscape in Chiangmai, Thailand, and the linguistic beliefs of local Thai Chinese language learners. Based on their feedback, this study investigated the commodification of Chinese language education in the community of Chinese language learners in Chiangmai. We found that from a less critical perspective, the commodification of a second language provides more accessible and affordable educational opportunities for learners, especially those from low-income families, and at the same time language proficiency can broaden learners’ career choices and provide employees with additional value in industries, such as tourism, commerce, and services. This finding implies that language commodification, rather than typically being associated with linguistic imperialism and unbalanced socio-economic status, can be a contributing factor in promoting higher-education availability and social sustainability in certain circumstances. There may be some mediating factors between the commodification of language and changes in the sustainable balance of language, opening up space for future research to explore.

scholarly journals Understanding Chinese International Students at a Canadian University: Perspectives, Expectations, and Experiences

2010 ◽  
Vol 39 (3) ◽  
Author(s):  
Zuochen Zhang ◽  
George Zhou
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
English Language ◽  
Data Gathering ◽  
Living Environment ◽  
Chinese International Students ◽  
Group Discussions ◽  
Individual Interviews ◽  
Multiple Data ◽  
Undergraduate Programs

The objective of this study was to understand perspectives, expectations, and experiences of Chinese international students studying in the graduate and undergraduate programs at a Canadian university, paying special attention to the challenges these students faced in the process of acculturation. Multiple data gathering techniques were used for the quantitative and qualitative data, including a survey questionnaire, individual interviews and focus group discussions. Findings related to the participants’ adjustment to the new environment include English language proficiency, previous education background, communication with other students, and understanding of the local culture. The study found that participants experienced various challenges in their new learning and living environment and some recommendations are offered for improvements. L’objectif principal de cette étude est de comprendre les perspectives, les attentes et les différentes expériences des étudiants internationaux chinois de deuxième et de troisième cycles dans des programmes canadiens. L’article décrit également avec beaucoup de détail les défis que ces étudiants doivent relever lors du processus d’acculturation. Plusieurs techniques de collection de données quantitatives et qualitatives ont été appliquées dont un questionnaire, des interviews individuels et des discussions en groupe. Les résultats en rapport avec l’adaptation des participants au nouvel environnement incluent la compétence langagière en anglais, la formation antérieure et la compréhension de la culture locale. L’étude exposera plusieurs défis auxquels ont dû faire face les participants pour pouvoir s’adapter aux nouveaux environnements et quelques recommandations seront offertes pour faciliter ce processus.

scholarly journals Chinese International Students’ Experiences in American Higher Education Institutes: A Critical Review of the Literature

2018 ◽  
Vol 8 (2) ◽  
pp. 1173-1197 ◽  
Author(s):  
Qianqian Zhang-Wu
Keyword(s):  
Higher Education ◽  
Education Research ◽  
International Students ◽  
Literature Review ◽  
Research Synthesis ◽  
Chinese International Students ◽  
Future Research ◽  
Review Of The Literature ◽  
American Higher Education ◽  
Research Designs

Using database searches in ProQuest Sociology, Education Research Complete, ERIC, and Google Scholar, this landscape literature review provides research synthesis and analysis on research designs, underlying assumptions and findings of 21 recent peer-reviewed scholarly articles focusing on Chinese international students’ experiences in American higher education institutes. Patterns observed across studies regarding colorblind racism are presented in the discussion. Towards the end, this review closes with implications and directions for future research.

scholarly journals Chinese International Students’ Learning and Post-migration Growth Experiences: An Exploratory Study of a Foundation Studies Education Programme in Australia

2020 ◽  
Vol 9 (2) ◽  
pp. 194-218
Author(s):  
Vicente Reyes ◽  
Wenbo Zhang
Keyword(s):  
International Students ◽  
Empirical Research ◽  
Host Country ◽  
Exploratory Study ◽  
Education Programme ◽  
Chinese International Students ◽  
Future Research ◽  
Special Focus ◽  
Exploratory Inquiry ◽  
Attitudes Towards Learning

Abstract International empirical research shows international students experience varying degrees of complex and challenging transitional issues in their host country. Chinese international students (CISs) in particular often find themselves in vulnerable circumstances due to the significant disparities between the Chinese and Australian culture. This exploratory inquiry investigates the interconnections between international students’ post-migration growth, attitudes towards learning with a special focus on CISs’ experience. Results from this exploratory inquiry shed some new light on the direction of future research about foundation education programmes and international students.

scholarly journals I came, but I’m lost: Learning stories of three Chinese international students in Canada

2014 ◽  
Vol 43 (2) ◽  
Author(s):  
Zhihua (Olivia) Zhang ◽  
Kumari Beck
Keyword(s):  
International Students ◽  
Language Learning ◽  
International Education ◽  
English Language ◽  
English For Academic Purposes ◽  
Chinese International Students ◽  
Narrative Study ◽  
Learning Stories ◽  
Before And After ◽  
Identity Investment

Abstract The number of international students arriving in Canada is increasing annually, with students from China accounting for the highest number. Grounded in sociocultural theories of second language learning, identity, investment and Community of Practice (CoP), this paper presents selected findings from a narrative study investigating the experiences of Chinese international students preparing for the International English Language Testing System (IELTS) tests in Canada. Based on their own accounts of English learning before and after coming to Vancouver, this paper finds that the participants recognized the capital and power of English and foreign qualifications, and regarded international education as a sanctuary from examinations in China. By comparing their current learning in different settings, they expressed confusion about engaging/disengaging in different communities, and about their past expectations, current experiences as well as future possibilities. This paper hopes to draw the attention of stakeholders (institutions and test issuing organizations) to the more nuanced challenges that international students encounter so that better support can be provided to international students learning English for academic purposes.

scholarly journals Chinese International Students’ Sense of Belonging in North American Postsecondary Institutions: A Critical Literature Review

2019 ◽  
Vol 28 (2) ◽  
pp. 48-63
Author(s):  
Jia Chen ◽  
George Zhou
Keyword(s):  
International Students ◽  
Literature Review ◽  
North American ◽  
Sense Of Belonging ◽  
Social Performance ◽  
Postsecondary Institutions ◽  
Chinese International Students ◽  
Future Research ◽  
The Impact ◽  
Critical Literature

Since 2000, an increasing number of Chinese international students have been entering North American universities, and many have experienced issues with a sense of belonging, which can in turn impact their academic, social performance, and psychological wellbeing. However, there is limited research on this topic that is exclusively focused on Chinese international students. Therefore, in order to establish the direction that future research should take, a thorough literature review has been conducted with the aim of exploring those students’ perceptions and experiences regarding sense of belonging, establishing the factors that shape this phenomenon, and identifying the impact it has on students and institutions. 

Seeking Sanctuary

2017 ◽  
Vol 6 (2) ◽  
pp. 176-209
Author(s):  
Zhihua Olivia Zhang ◽  
Kumari Beck
Keyword(s):  
Higher Education ◽  
International Students ◽  
Language Learning ◽  
English Language ◽  
Social Power ◽  
Chinese International Students ◽  
Student Experiences ◽  
Academic Learning ◽  
Narrative Study ◽  
The Impact

AbstractThe internationalization of higher education has led to the influx of Chinese international students in Canada. Much of the literature on this subject has focussed on the factors that drive them to Canada, their academic learning experiences, and the impact of North American stereotypical constructions of “Chinese learners” on their English language learning. This paper is based on a narrative study investigating the mobility, English learning and test-taking experiences of ten Chinese international students, and the complex connections among their past and present experiences and imagined futures. Informed by theories on globalization, neoliberalism, and Bourdieu’s concepts of social power, in particular, on sanctuary, this paper presents selected findings relating to the paradoxes and dilemmas of the student experiences of leaving China for their higher education, imagining a better future.

scholarly journals Acculturation, Internet Use, and Psychological Well-being Among Chinese International Students

2013 ◽  
Vol 3 (2) ◽  
pp. 155-166 ◽  
Author(s):  
Jia Qi Li ◽  
Xun Liu ◽  
Tianlan Wei ◽  
William Lan
Keyword(s):  
International Students ◽  
Internet Use ◽  
Well Being ◽  
Chinese International Students ◽  
Future Research ◽  
Cultural Assimilation ◽  
Psychological Well Being ◽  
Cultural Maintenance ◽  
Bivariate Correlation ◽  
Bachelor's Degrees

In this study, the authors examined the relationships of acculturation as measured with two subscales of cultural maintenance and cultural assimilation, Internet use, and psychological wellbeing among Chinese international students. A total of 170 Chinese international students participated in this study. Bivariate correlation analyses revealed that an individual can identify with two different cultures, minority and dominant culture. Results of multiple regression indicated that cultural assimilation was a significant predictor to psychological well-being, but not cultural maintenance. The study also found that younger Chinese international students (e.g., students pursuing bachelor’s degrees) suffered significantly higher levels of stress and depression in the acculturation process as compared to their older counterparts. Implications for counseling and recommendations for future research were discussed.

Sign in / Sign up

Export Citation Format

Share Document