scholarly journals Towards Nuanced Understandings of the Identities of EAL Doctoral Student Writers

2020 ◽  
Vol 10 (1) ◽  
pp. 75-86
Author(s):  
Britta Schneider ◽  
Shem Macdonald
Keyword(s):  
Cultural Differences ◽  
Doctoral Student ◽  
Language Barriers ◽  
Multiple Identities ◽  
Student Writers ◽  
Subject Positions ◽  
Student Identities ◽  
Spoken Interaction ◽  
Linguistic Framework

The construct of identity in the space of English as an Additional Language (EAL) Higher Degree by Research (HDR) writing has been widely researched with studies exploring students’ identities as constructed through and in the process of writing. However, these studies are often presented in ways that focus on the challenges the writers face citing language barriers and cultural differences and ascribing these students “closed subject positions” with “limited ways of talking about themselves” (Koehne, 2005, p. 118). In response to such deficit views, various studies have explored the multiple and varied identities of HDR EAL as evident in their written reflections and other work, offering a wider range of views. We argue that there is a need for additional nuanced views of these student identities and how they are formed. In this paper we demonstrate how these can be gained by examining student identities as they emerge through spoken interaction. Applying a sociocultural linguistic framework that understands identities as emerging, situationally and relationally dependent (Bucholtz & Hall, 2005), we report how two students formed identities for themselves by talking to us about their experiences of writing using EAL. Our analysis provides nuanced understandings of the multiple identities of EAL HDR students that move beyond the deficit ones we were, and still are, frequently hearing in institutional discourses and demonstrates how the application of this framework can help articulate richness, variety and resourcefulness and challenge essentialised identities of EAL doctoral student writers.

scholarly journals Negotiating Identity and Belonging in a New Space: Opportunities and Experiences of African Youths in South Australia

2020 ◽  
Vol 17 (15) ◽  
pp. 5484
Author(s):  
William Mude ◽  
Lillian Mwanri
Keyword(s):  
Identity Formation ◽  
Cultural Differences ◽  
Family Relationships ◽  
South Australia ◽  
Multiple Identities ◽  
Qualitative Inquiry ◽  
Individual Interviews ◽  
Large Numbers ◽  
New Space ◽  
Potential Determinant

This paper was part of a large study that aimed to explore determinants of increased suicides among African youths in South Australia. As part of this larger study, narratives from participants indicated that identity crisis could be a potential determinant of suicide. This paper reports on how African youths negotiate and form identity in Australia. A qualitative inquiry was undertaken with 31 African youths using a focus group and individual interviews. Data analysis was guided by a framework for qualitative research. These youths negotiated multiple identities, including those of race, gender, ethnicity and their origin. ‘Freedom and opportunity’, ‘family relationships’, ‘neither belonging here nor there’ and ‘the ability to cope against the paradox of resourcefulness in Australia’ appeared to be important themes in negotiating individual identities. An opportunity was used to acknowledge privileges available in Australia relative to Africa. However, the extent to which individuals acted on these opportunities varied, affecting a person’s sense of purpose, identity formation and belonging in Australia. The loss of social networks following migration, and cultural differences between African and Australian societies, shaped the experience of belonging and identity formation. These findings are crucial as they indicate the need for policies and practices that consider experiences of youths as they form their identity in Australia. Further studies with large numbers of participants are needed to explore these issues further among African youths in Australia.

scholarly journals Invisible Identity in the Workplace: Intersectional Madness and Processes of Disclosure at Work

2012 ◽  
Vol 33 (1) ◽  
Author(s):  
Merrick Daniel Pilling
Keyword(s):  
Mental Health ◽  
High Risk ◽  
Well Being ◽  
Multiple Identities ◽  
Work Lives ◽  
Subject Positions ◽  
Related Information ◽  
Invisible Disabilities ◽  
Health Related ◽  
Health And Well Being

<p>In this article I draw on recent work regarding disabilities that are not readily apparent to analyze the experiences of lesbian, gay, bisexual, queer, and/or trans (LGBQT) mad people in the workplace. Based on interviews with LGBQT people about madness and everyday life, I use an intersectional approach to examine participants&rsquo; work lives. I argue that decisions about disclosure of mental health related information are particularly pressing and high risk at work, given the economic stakes and the effects on health and well-being. As is the case for others with invisible disabilities, notions of authenticity shape processes of disclosure and access to accommodations for LGBQT mad people in the workplace. An intersectional analysis shows how madness cannot be considered the only salient aspect of my participants&rsquo; subject positions and how multiple identities operate together to shape their experiences.</p><p>&nbsp;</p><p>Keywords:&nbsp;madness, invisible disability, LGBQT, intersectionality,&nbsp;workplace, race, sexuality, gender identity&nbsp;</p>

scholarly journals One Regions Response: The Emergence Of Hispanic Workers In Appalachia

2011 ◽  
Vol 2 (6) ◽  
Author(s):  
Adam Crawford ◽  
Adrianne Meade ◽  
Shane Spiller ◽  
Charles Stamper
Keyword(s):  
Cultural Differences ◽  
Language Barriers ◽  
Eastern Kentucky ◽  
General Overview ◽  
The Past ◽  
Language Problems ◽  
Hispanic Workers ◽  
Hispanic Immigration

Surveys were conducted assessing level of preparedness of businesses in Eastern Kentucky for the coming wave of Hispanic immigration.   Information was summarized for businesses that have not employed Hispanic workers in the past, including a general overview of the cultural and language barriers providing guidelines to ease the transition.   Specific guidelines were accumulated regarding general cultural differences and language problems. The information has been organized into four areas containing both general and specific concepts.

scholarly journals Student Writers’ Affective Engagement with Grammar-Centred Written Corrective Feedback: The Impact of (Mis)Aligned Practices and Perceptions

2019 ◽  
Vol 22 (2) ◽  
pp. 109-132
Author(s):  
Hooman Saeli ◽  
An Cheng
Keyword(s):  
Corrective Feedback ◽  
Affective Engagement ◽  
Context Analysis ◽  
Student Writers ◽  
Written Corrective Feedback ◽  
Grammatical Accuracy ◽  
Efl Students ◽  
High Regard ◽  
Student Identities ◽  
The Impact

This project firstly explored Iranian English as a foreign language (EFL) students’ perceptions about written corrective feedback (WCF)-related practices and preferences. Secondly, the student participants’ first language (L1; e.g., Farsi) learner identities were operationalized, especially focusing on the skill of writing, WCF, and grammar-centred WCF. Thirdly, the students’ affective engagement with WCF was scrutinized, particularly in light of L1 student identities. The participants in the study were 15 students in an Iranian EFL context. Analysis of interview data revealed that the skill of writing was held in low regard by the students. Also, several discrepancies emerged vis-à-vis WCF methods (e.g., direct vs. coded), error correctors (e.g., teacher feedback vs. peer feedback), the amount of correction (e.g., selective vs. comprehensive correction), and the relative importance of different components of writing (e.g., grammar vs. content vs. organization). In particular, the findings showed that the students’ L1 identities involved low regard for writing, but high regard for speaking skills, and that they attached high value to grammatical accuracy and teacher explicit feedback. Finally, the findings indicated that: (a) the students’ second language (L2) identities (e.g., WCF-related preferences) were profoundly affected by their L1 student identities, and (b) the discrepancies between the students’ L2 writing preferences (e.g., preferred amount of WCF) and the teachers’ reported practices could potentially hinder students’ affective engagement with WCF.

scholarly journals Merging Motherhood and Doctoral Studies: An Autoethnography of Imperfectly Weaving Identities

2021 ◽  
Author(s):  
Vicki Schriever
Keyword(s):  
Lived Experiences ◽  
Doctoral Student ◽  
Multiple Identities ◽  
Doctoral Studies ◽  
The Sacrifice

In this autoethnography I share my lived experiences of merging motherhood and doctoral studies and reveal the journey of imperfectly weaving the identities of mother, wife, doctoral student, and academic. I present seven vignettes to provide glimpses of experience and a window into not only the challenges and tensions of intersecting motherhood and doctoral studies, but to also share the joys, strengths, and benefits of embracing these multiple identities. The literature and autoethnographic accounts offer insights into the contradiction that is mothering during doctoral studies, as academic mothers simultaneously carry guilt and gratitude, and acknowledge the sacrifice and privilege that is motherhood and researching. In this paper I seek to provide nuanced insights into the meanings I made as I negotiated the identities/roles/positions, of mother, wife, doctoral student, and academic.

The Unsettling Feminism(s) Unconference

Affilia ◽  
2011 ◽  
Vol 26 (4) ◽  
pp. 357-366 ◽  
Author(s):  
Bharati Sethi
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Doctoral Student ◽  
Multiple Identities ◽  
Education Practice ◽  
Work Education ◽  
Intellectual Creativity ◽  
Academic Conferences

In this article, the author shares her experiences as a doctoral student at the Unsettling Feminism(s) conference in Chicago. She argues that this unconference forced her to question how the academy conceives of “academic conferences” as venues of student–professional development. From the perspective of a racialized woman, an immigrant, a scholar, and a person with a disability, such professional gatherings that honor social workers’ and researchers’ multiple identities and offer valued spaces for marginalized stories to be told and heard can be personally and professionally transformative. The author uses the metaphor of an elephant in the room to argue that even though it may be unsettling, the academy must be willing to risk uncomfortable dialogues to advance social work education, practice, and research and to enhance students’ intellectual creativity.

Internet Multilinguality

2011 ◽  
pp. 1-14
Author(s):  
S. He
Keyword(s):  
Cultural Differences ◽  
Web Sites ◽  
Search Engines ◽  
Language Barriers ◽  
Legal Issues ◽  
The Internet ◽  
Software Packages ◽  
English Speaking

In the hay-days of the Internet boom, most software packages used on the Internet were in English, as were most Web sites and search engines. Since 2000, however, there have been more non-English-speaking users than English-speaking users on the Internet. Besides this language issue, there are other important issues involved in multilinguality on the Internet: cultural, technological, political, and legal issues. This chapter examines three challenges of Internet multilinguality: language barriers, cultural differences, and technological difficulties. This chapter also provides three recommendations for over-coming barriers created by language, culture, and technology.

Theorizing Home in the Academy: Chicana Doctoral Student Testimonios From the Borderlands

2021 ◽  
pp. 107780042110146
Author(s):  
Nydia C. Sánchez ◽  
Estee Hernández
Keyword(s):  
Graduate Students ◽  
Doctoral Students ◽  
Doctoral Student ◽  
Multiple Identities ◽  
Mexico Border ◽  
Border Identities ◽  
Educational Journeys ◽  
The U.S

This article focuses on the educational journeys of two Chicana doctoral students born and raised along the U.S.–Mexico border. These scholars analyze how the intersection of their multiple identities, specifically border identities, has informed their socialization into the academy. Specifically, the authors use a combination of autohistoria, platica, and reflexión to theorize their doctoral experiences and examine how the concept of Home manifests in their research and praxis as graduate students.

scholarly journals Professional Presentations for an International Audience

2019 ◽  
Vol 14 (4) ◽  
pp. 323-328
Author(s):  
Jeff G. Konin ◽  
Craig R. Denegar
Keyword(s):  
Cultural Differences ◽  
Language Barriers ◽  
Cultural Background ◽  
Successful Outcome ◽  
Hand Gestures ◽  
Factors Associated ◽  
Essential Components ◽  
International Audience ◽  
Data Source ◽  
The Difference

Context The opportunity to deliver a professional presentation to an international audience is a privilege. As with all other presentations, preparation and planning are essential components for a successful outcome. The difference between a diverse international audience and a homogeneous audience of the same background as the speaker requires consideration of additional factors associated with relevant delivery of the content matter. Recognition and integration of cultural differences, language barriers, and delivery expectations are critical to the creation and conveyance of one's presentation. Objective This article will share advice for preparing for and delivering presentations to an international audience. Data Source Factors to consider when preparing a platform-style presentation include knowing the cultural background of audience members, the speed and tone of one's delivery, the appearance of slides, the use of hand gestures, and the integration of appropriate terminology. The process of speaking through an interpreter and additional methods that have been proven to be effective in the delivery of an international presentation will also be identified. Conclusion One can never have enough experience, as each presentation to a diverse international audience may be vastly different.

scholarly journals Location Determinants of Portuguese FDI in Poland

2016 ◽  
Vol 6 (2) ◽  
pp. 160-183 ◽  
Author(s):  
Patrycja Aleksandruk ◽  
Rosa Forte
Keyword(s):  
Eastern Europe ◽  
Cultural Differences ◽  
Foreign Investment ◽  
Central And Eastern Europe ◽  
Language Barriers ◽  
Domestic Market ◽  
Foreign Investors ◽  
Location Determinants ◽  
Attractive Market

Abstract In recent years, Poland has become one of the most attractive locations for foreign investment and has strengthened its position in Central and Eastern Europe (CEE) and throughout Europe. The aim of this paper is to analyse what makes Poland an attractive market for foreign investors, to offer a better understanding of reasons why Poland is a more attractive location compared to its neighbours in the CEE. After surveying Portuguese investors in Poland, our results indicate that the most significant factor determining locating a business in Poland is its large domestic market. Poland’s location is also appreciated by Portuguese investors while deciding on FDI. As indicated by Portuguese investors, the most important obstacles to investment in Poland are language barriers, cultural differences and bureaucracy. These results are relevant for companies who wish to invest in Poland and can also assist policymakers in designing policies to attract FDI.

Sign in / Sign up

Export Citation Format

Share Document