Locating the Transrhetorical in Multilingual Writing

2022 ◽  
pp. 1324-1342
Author(s):  
Leonora Anyango-Kivuva
Keyword(s):  
African Students ◽  
Multilingual Writing ◽  
First Languages

Students' lived lives and experiences are tools that they can use to learn and own their writing as they grow and become fluent writers. Theorists have described different ways that students draw from their first languages and culture to write in another language. This chapter showcases how two African students bring their culture of orality into the classroom and use it as a tool to understand, develop, and conquer their writing. The chapter gives examples of the students' narratives as they navigate their writing. As they write, they constantly dig into their culture through tools of translation in order to perform, inform, and transform their writing in English, a language that is different both linguistically and culturally from their own.

Locating the Transrhetorical in Multilingual Writing

2021 ◽  
pp. 216-234
Author(s):  
Leonora Anyango-Kivuva
Keyword(s):  
African Students ◽  
Multilingual Writing ◽  
First Languages

Students' lived lives and experiences are tools that they can use to learn and own their writing as they grow and become fluent writers. Theorists have described different ways that students draw from their first languages and culture to write in another language. This chapter showcases how two African students bring their culture of orality into the classroom and use it as a tool to understand, develop, and conquer their writing. The chapter gives examples of the students' narratives as they navigate their writing. As they write, they constantly dig into their culture through tools of translation in order to perform, inform, and transform their writing in English, a language that is different both linguistically and culturally from their own.

The Road to the Baccalaureate

2020 ◽  
Vol 10 (2) ◽  
pp. 420-442
Author(s):  
Dina Ghazzawi ◽  
Lyle McKinney ◽  
Catherine Lynn Horn ◽  
Vincent Carales ◽  
Andrea Burridge
Keyword(s):  
Latin American ◽  
Academic Preparedness ◽  
African Students ◽  
Bachelor Degree ◽  
Caribbean Students ◽  
The Road ◽  
Community College District ◽  
Starting Point ◽  
Delayed Enrollment ◽  
Sub Saharan

International students are increasingly enrolling in U.S community colleges as a starting point to their higher education. However, limited research examines the factors contributing to their successful transfer to a 4-year institution and bachelor degree attainment. Utilizing longitudinal transcript data from a large community college district in Texas, this study uses hierarchical logistical regression to compare college experiences and transfer outcomes based on region of origin. Findings demonstrate that while Sub-Saharan African students have a significantly higher probability of transfer than Asian and Latin American students, the majority of bachelor degree recipients were Asian students graduating in STEM fields. Delayed enrollment into college and academic preparedness in math were negatively associated with transfer for Latin American and Caribbean students.

Always in Translation

2019 ◽  
pp. 329-346
Author(s):  
Regina Galasso
Keyword(s):  
Code Switching ◽  
Latino Studies ◽  
Literary Texts ◽  
Junot Diaz ◽  
Latino Literature ◽  
Multilingual Writing

For outsiders, the languages of Latino literature are English, Spanish, and code-switching between the two languages. What is more, code-switching is considered a symptom of not knowing either language well. At the same time, Latinos themselves feel anxiety toward perceived deficiencies in both languages. This essay argues that Latino literature offers a complex use of language that can be appreciated through the lens of translation. This essay explores the forms of translation present in Latino literature suggesting that Spanish and English always exist in the presence and under the influence of each other. Discussions of Felipe Alfau, Junot Díaz, and Urayoán Noel highlight the centrality of translation issues in Latino writing ranging from creative output and expression to the making of subsequent versions of literary texts. Overall, considerations of translation in Latino studies can lead to a more complex understanding of the work of translators and multilingual writing in general.

Preparing African students with refugee backgrounds for transition: School practices

2021 ◽  
pp. 000494412199746
Author(s):  
Tebeje Molla
Keyword(s):  
Career Planning ◽  
Life Course Perspective ◽  
Student Agency ◽  
Government Schools ◽  
Institutional Practices ◽  
African Students ◽  
Career Support ◽  
School Practices ◽  
Alternative Pathways ◽  
Career Trajectories

For young people, the end of secondary school represents a critical transition point. This article aims at understanding how schools support a particular group of disadvantaged students to transition into education, training, or employment. Drawing on a life-course perspective and with refugee-background African students as an empirical focus, this qualitative case study documents career support practices in nine government schools in the State of Victoria. The findings show that schools provide transition opportunities that support African students to envision their post-school educational and career trajectories. The arrangements include career planning, alternative pathways, and employment of community engagement officers. However, there are persisting challenges that impede this group of students from fully benefiting from these arrangements. The main barriers identified here are academic disengagement, doxic aspirations, misconceptions about qualifications, and low self-efficacy. The article also argues that the persistence of these challenges is attributable at least in part to such overlooked factors of engagement as institutional practices, student agency, and home environment.

Dietary acculturation of international students in Pune, India: a cross-sectional study

2021 ◽  
pp. 026010602110196
Author(s):  
Mahnaaz Mahmoodi ◽  
Roopan Miriam George ◽  
Devaki Gokhale
Keyword(s):  
International Students ◽  
Nutritional Status ◽  
Dietary Intake ◽  
Dietary Behavior ◽  
Cross Sectional Study ◽  
Portion Size ◽  
Dietary Acculturation ◽  
Cross Sectional ◽  
African Students ◽  
Packaged Food

Background: Dietary acculturation refers to how a migrant group adopts the eating patterns of the host country. It results in changes in dietary behavior, dietary intake, and nutritional status of this vulnerable group. Aim: To study dietary acculturation of international students in Pune, India. Methods: International students from three Universities in Pune were enrolled. Information on demography, dietary behavior, and dietary intake (using a food frequency questionnaire) was recorded using an interviewer-administered questionnaire. The height and weight of the students were measured using standard, calibrated equipment. The data were analyzed using descriptive and analytical statistics. Results: A total of 100 international students from Iran, Africa, and South Korea were grouped by nationality. Considerable variation was detected in the daily number of meals consumed, skipping meals, portion size changes, packaged food consumption, and supplement intake following migration between the groups. The intake of non-vegetarian food had declined drastically for all groups. However, the specific non-vegetarian item showing the greatest change differed according to the group’s nationality. The intake of biscuits and cake had increased among all groups. African students showed an increase of 3.33 kg in body weight following migration. The intake of protein and micronutrients declined for all groups. Conclusions: This study highlights the changes in dietary behavior, dietary intake, and nutritional status of international students of different nationalities following migration to Pune, India. Thus, it emphasizes the need for nutrition interventions in international students in India.

scholarly journals Decolonization, the Cold War, and Africans’ routes to higher education overseas, 1957–65

2020 ◽  
Vol 15 (1) ◽  
pp. 169-191
Author(s):  
Eric Burton
Keyword(s):  
Higher Education ◽  
Cold War ◽  
North America ◽  
East Africa ◽  
Western Europe ◽  
Eastern Bloc ◽  
Access To Higher Education ◽  
African Students ◽  
The Cold War ◽  
Gain Access

AbstractFrom the late 1950s, Africans seeking higher education went to a rapidly increasing number of destinations, both within Africa and overseas. Based on multi-sited archival research and memoirs, this article shows how Africans forged and used new routes to gain access to higher education denied to them in their territories of origin, and in this way also shaped scholarship policies across the globe. Focusing on British-ruled territories in East Africa, the article establishes the importance of African intermediaries and independent countries as hubs of mobility. The agency of students and intermediaries, as well as official responses, are examined in three interconnected cases: the clandestine ‘Nile route’ from East Africa to Egypt and eastern Europe; the ‘airlifts’ from East Africa to North America; and the ‘exodus’ of African students from the Eastern bloc to western Europe. Although all of these routes were short-lived, they transformed official scholarship provisions, and significantly shaped the postcolonial period in the countries of origin.

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