scholarly journals The impact of an accent: the experiences of international college students from India in the greater Toronto area

2021 ◽  
Author(s):  
Micheline Chevrier
Keyword(s):  
International Students ◽  
First Language ◽  
Foreign Accent ◽  
Primary Data ◽  
Greater Toronto Area ◽  
Studying Abroad ◽  
Social Fields ◽  
International College ◽  
Global Language ◽  
The Impact

India is one of the world’s largest sources of international students with 553,440 studying abroad globally, its Ministry of External Affairs estimated in late 2017 (Vanderklippe, 2019). Canada has become an increasingly attractive destination for this cohort of international students. With English as the dominant global language for commerce and politics, and the fact that more people now use English as a second language than a first language (Crystal, 2003), these speakers become uniquely positioned in an English-dominated environment such as Canada, due to their accents. This exploratory study investigates the experiences of Indian international students studying at colleges in the Greater Toronto Area (“GTA”) in relation to speaking with a foreign accent. The primary data was collected through five interviews. This study is enlightened by Pierre Bourdieu’s concept of capital, specifically linguistic capital, which is employed in order to make sense of and understand the participants’ experiences across varying social fields. Keywords: international students; Indian international students; college; Toronto; Canada; foreign accent; perceptions; experiences, cultural capital

scholarly journals The impact of an accent: the experiences of international college students from India in the greater Toronto area

2021 ◽  
Author(s):  
Micheline Chevrier
Keyword(s):  
International Students ◽  
First Language ◽  
Foreign Accent ◽  
Primary Data ◽  
Greater Toronto Area ◽  
Studying Abroad ◽  
Social Fields ◽  
International College ◽  
Global Language ◽  
The Impact

India is one of the world’s largest sources of international students with 553,440 studying abroad globally, its Ministry of External Affairs estimated in late 2017 (Vanderklippe, 2019). Canada has become an increasingly attractive destination for this cohort of international students. With English as the dominant global language for commerce and politics, and the fact that more people now use English as a second language than a first language (Crystal, 2003), these speakers become uniquely positioned in an English-dominated environment such as Canada, due to their accents. This exploratory study investigates the experiences of Indian international students studying at colleges in the Greater Toronto Area (“GTA”) in relation to speaking with a foreign accent. The primary data was collected through five interviews. This study is enlightened by Pierre Bourdieu’s concept of capital, specifically linguistic capital, which is employed in order to make sense of and understand the participants’ experiences across varying social fields. Keywords: international students; Indian international students; college; Toronto; Canada; foreign accent; perceptions; experiences, cultural capital

Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism—ERRATUM

2013 ◽  
Vol 34 (2) ◽  
pp. 417-417 ◽  
Author(s):  
HOLGER HOPP ◽  
MONIKA S. SCHMID
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Open Access ◽  
First Language ◽  
Age Of Acquisition ◽  
Foreign Accent ◽  
Language Attrition ◽  
First Language Attrition ◽  
The Impact

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scholarly journals English as Lingua Franca and First Language Comfort Zones at an Internationalized University in Warsaw

2019 ◽  
Vol 11 (3) ◽  
pp. 45-65
Author(s):  
Lucyna Aleksandrowicz-Pędich
Keyword(s):  
International Students ◽  
English Language ◽  
First Language ◽  
Value Added ◽  
Lingua Franca ◽  
Staff Members ◽  
Student Community ◽  
English Speaking ◽  
English As Lingua Franca ◽  
The Impact

Abstract Objective: The aim of this study has been to analyse the use of English as lingua franca at an internationalised university in a non-English speaking country, the challenges caused by the need to use English for academic and social purposes as well as the use of other languages by a multicultural student community. Methodology: The methodology was based on qualitative research and involved open-ended interviews with students of 14 nationalities as well as staff members, both local (Polish) and from English-speaking countries. Findings: The main findings indicate: a degree of mismatch between the self-perception of English language competence and the actual ability to use it; the key function of language for social bonding; frequent recourse to first language comfort zones rather than the use of the lingua franca. Value Added: The research focuses on English language issues in a non-English speaking country, an understudied area in higher education. It draws attention to the use of Russian as a secondary lingua franca among students for whom it is their other language of fluent communication. Recommendations: University level educators should be more aware of the specificity of the problems in the use of English by international students, including such as underestimated listening comprehension issues, tensions connected with the use of polite forms and the mismatch between communication skills in English and the academic needs. The impact of language identity on international students social networking should be taken into account as well.

scholarly journals Predictors of Resilience among Indonesian Students in Malaysian Universities

2020 ◽  
Vol 16 (3) ◽  
pp. 169
Author(s):  
Khairina Khairina ◽  
Samsilah Roslan ◽  
Noorlila Ahmad ◽  
Zeinab Zaremohzzabieh ◽  
Nurazidawati Mohamad Arsad
Keyword(s):  
Higher Education ◽  
Social Support ◽  
International Students ◽  
Self Efficacy ◽  
Well Being ◽  
Postgraduate Students ◽  
Studying Abroad ◽  
Internationalization In Higher Education ◽  
Adjustment Issues ◽  
The Impact

The benefits of internationalization in higher education are indisputable. However, students studying abroad may face difficulties such as adjustment issues since they are away from home and go through a new stage in their lives. Seeing that an essential predictor of psychological adjustment is resilience, the current study aims to assess the role of a range of factors (optimism, social support, self-efficacy, psychological well-being, and demographic) in predicting the resilience of Indonesian students in Malaysia. Two hierarchical multiple regression analyses were used to test the influencing factors on resilience. Based on the literature, this study is quantitative in nature where a total of 229 Indonesian postgraduate students in Malaysian public universities were chosen as participants. Results showed that resilience is affected by optimism, social support, and self-efficacy. Essentially, this study provides practical insights into how international students can make adjustments to reduce the impact of stress faced in challenging situations.  Keywords: adjustment, higher education, international students, Malaysia, resilience

scholarly journals Acculturative stress and native and U.S. culture immersion of international students at a community college

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Hardaye R. Hansen ◽  
Yuliya Shneyderman ◽  
Gloria S. McNamara ◽  
Lisa Grace
Keyword(s):  
Community College ◽  
International Students ◽  
Acculturative Stress ◽  
First Language ◽  
The United States ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Native Culture ◽  
International College ◽  
The U.S

Research shows that international college students experience high levels of acculturative stress, which can adversely impact their health and college success. The levels of immersion in one’s native culture and the culture of the U.S. may impact levels of acculturative stress in international students. This cross-sectional study examined community college international students (n = 243). Immersion in a student’s native culture was positively associated with acculturative stress, while immersion in the U.S. culture was negatively associated with acculturative stress. Students who spoke English as their first language and whose families moved to the United States experienced lower levels of acculturative stress. The results of the study imply that some international students may require more support in order to succeed in their college environment.

scholarly journals Effects of Social and Organizational Support on the Satisfaction of International Students and Career Commitment

2021 ◽  
Vol 12 (5) ◽  
pp. 442-448
Author(s):  
Sang-Woo Hahm
Keyword(s):  
Social Support ◽  
International Students ◽  
Organizational Support ◽  
Social Life ◽  
Perceived Organizational Support ◽  
Perceived Social Support ◽  
Career Commitment ◽  
Individual Performance ◽  
Studying Abroad ◽  
The Impact

Perceived organizational support and perceived social support affect individual performance. Their influence may or may not be the same depending on the situation. This study describes the different effects of perceived organizational support and perceived social support on organizational satisfaction and social life satisfaction. Furthermore, it proves that perceived organizational support and perceived social support enhance the organizational (school) satisfaction and social life (life of studying abroad) satisfaction of international students. On addition, through this process, they also increase the career commitment of students. This paper identifies the importance of perceived organizational support and perceived social support necessary to improve the international students' performance, and explain the impact and relevance of their different satisfactions. Through this, this article proposes ways to improve the performance of international students and the discriminatory relevance of perceptions of different objects.

scholarly journals Knowledge Transfer: An Empirical Study on Factors Yielding the Effectiveness of the Academia–Industry Interface (With Special Reference to Moradabad City)

2019 ◽  
Vol 5 ◽  
pp. 1
Author(s):  
Anshika Sharma ◽  
Aarti Garg ◽  
◽  
Keyword(s):  
International Students ◽  
Knowledge Transfer ◽  
Success Factors ◽  
New Technology ◽  
Uttar Pradesh ◽  
Primary Data ◽  
Educational Institutions ◽  
Key Success Factors ◽  
The Impact ◽  
And Training

In the era of globalization and making headway in innovation, educational establishments and industries are confronting new difficulties as well as openings in the zone of transferring knowledge. The stipulation for students and lecturers has changed significantly and they anticipate becoming competent enough to use new technology for researching. With the growing pace of technology, the faculty, students, and managers are becoming more hi-tech-oriented as never before, which is resulting in more demand for research and training. Training will help the academia–industry to compete in the global environment as well as cater to international students and fulfill their needs too. However, to remain competent globally, knowledge transfer has become the need of the hour to disseminate knowledge and provide inputs to solve business problems. Knowledge transfer between educational institutions and industry is considered as an important driver of innovation and economic growth, as it eases the commercialization of new scientific knowledge within firms. Knowledge transfer denotes facilitating the sharing of the mentioned knowledge with one another. The paper will emphasize on a methodical literature review of the academia–industry interface in order to identify various factors contributing to their effectiveness. The primary data was collected through a questionnaire survey done on a sample of 100 employees working in various educational institutions and industries of Moradabad city, Uttar Pradesh, India and analyzed with the help of various statistical tools. The study also aims to identify the impact of key success factors on employee compliance with knowledge transfer. The researcher also evaluates the impact of employee compliance with knowledge transfer on organizational effectiveness. The contribution of this study will help both educational institutions and industry to better understand the knowledge transfer systems.

scholarly journals Supporting Postsecondary English Language Learners’ Writing Proficiency Using Technological Tools

2016 ◽  
Vol 6 (4) ◽  
pp. 857-872
Author(s):  
Kathleen A. Moore ◽  
Camille Rutherford ◽  
Keith A. Crawford
Keyword(s):  
English Language Learners ◽  
International Students ◽  
Language Learners ◽  
Exploratory Study ◽  
English Language ◽  
Writing Proficiency ◽  
Face To Face ◽  
Studying Abroad ◽  
Technological Tools ◽  
The Impact

Postsecondary international students who are also English language learners face a number of challenges when studying abroad and often are provided with services to support their learning. Though some research examines how institutions can support this population of students, few studies explore how technology is used to support language development and writing proficiency. This article reports on an exploratory study that examined the resources English language learners use to support their writing and the impact of the use of writing productivity software’s on writing proficiency. Data were collected using a survey, writing samples, and a focus group. Findings indicate students frequently use technological tools to enhance learning and that technology-based supports such as writing productivity software can complement face-to-face supports.

scholarly journals Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism

2011 ◽  
Vol 34 (2) ◽  
pp. 361-394 ◽  
Author(s):  
HOLGER HOPP ◽  
MONIKA S. SCHMID
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Age Of Onset ◽  
First Language ◽  
Target Language ◽  
Foreign Accent ◽  
L2 Acquisition ◽  
L2 Learners ◽  
The One ◽  
The Impact

ABSTRACTThis study investigates constraints on ultimate attainment in second language (L2) pronunciation in a direct comparison of perceived foreign accent of 40 late L2 learners and 40 late first language (L1) attriters of German. Both groups were compared with 20 predominantly monolingual controls. Contrasting participants who acquired the target language from birth (monolinguals, L1 attriters) with late L2 learners, on the one hand, and bilinguals (L1 attriters, L2ers) with monolinguals, on the other hand, allowed us to disentangle the impacts of age of onset and bilingualism in speech production. At the group level, the attriters performed indistinguishably from controls, and both differed from the L2 group. However, 80% of all L2ers scored within the native (attriter) range. Correlational analyses with background factors further found some effects of use and language aptitude. These results show that acquiring a language from birth is not sufficient to guarantee nativelike pronunciation, and late acquisition does not necessarily prevent it. The results are discussed in the light of models on the role of age and cross-linguistic influence in L2 acquisition.

scholarly journals Expectation as a key determinant of international students’ satisfaction

2018 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ahmed Beloucif ◽  
Messaoud Mehafdi ◽  
Naa Ayeley Komey
Keyword(s):  
International Students ◽  
Business School ◽  
Qualitative Inquiry ◽  
University Education ◽  
Primary Data ◽  
Content Type ◽  
Postgraduate Students ◽  
The Impact ◽  
Students Satisfaction ◽  
Fresh Insight

PurposeThe purpose of this paper is to explore international postgraduate students’ expectations of UK university education, covering various aspects of student expectation at a leading business school in Scotland. The authors present in this paper the findings from the qualitative stage of this study, offering a fresh insight into the factors that influence students’ expectations of postgraduate university education and the impact this has on the students’ satisfaction with their courses.Design/methodology/approachA qualitative inquiry was adopted, collecting primary data by means of semi-structured interviews of business school international students enroled in different taught 12-month MSc courses.FindingsInternational students are found to have high expectations of improved job prospects after graduating from their chosen UK university, underlined mainly by the university’s reputation for improving student employability. The most significanta priorifactors that form students’ expectations are word of mouth, recommendations and the students’ belief in the calibre of lecturers and the quality of the facilities.Research limitations/implicationsThe students are universities’ most important customers in an increasingly competitive and financially constrained UK higher education environment. Theoretically, the study contributes to the growing literature in this challenging environment not only by identifying the components of international postgraduate students’ expectations but also by exploring how the expectations can be met or exceeded to improve students’ satisfaction. Future research can also replicate this study to other subject areas and draw the similarities and differences that may exist in the expectations of non-business international MSc students.Practical implicationsPractically, this study’s findings should help university students’ recruitment and engagement services develop tailored marketing strategies to better manage international students’ expectations, for example, by being more proactive in embedding employability into postgraduate education provision. Moreover, the findings can also be drawn upon to improve the design and delivery of taught MSc courses in order to meet and exceed the expectations of prospective international postgraduate students.Originality/valueThis research offers a fresh insight and contributes to the understanding of international students’ expectations and their satisfaction of university education services.

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