Chinese Whispers: International Chinese Students' Language Practices in an Anglophone Higher Education Context

Autor/inn/en	Filipi, Anna; Chuang, Mu-Sen Kevin
Titel	Chinese Whispers: International Chinese Students' Language Practices in an Anglophone Higher Education Context
Quelle	In: Classroom Discourse, 14 (2023) 3, S.238-257 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Filipi, Anna) ORCID (Chuang, Mu-Sen Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2022.2072353
Schlagwörter	Language Usage; Native Language; Second Language Learning; English (Second Language); Language of Instruction; Foreign Countries; Mandarin Chinese; Foreign Students; Early Childhood Education; Teacher Education Programs; Classroom Communication; Verbal Communication; Nonverbal Communication; Code Switching (Language); Laptop Computers; Humor; Communication Strategies; Teaching Methods; Preferences; Language Attitudes; Undergraduate Students; Australia + Suchen Sie Ihr Suchwort? Sprachgebrauch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Klassengespräch; Non-verbal communication; Nonverbale Kommunikation; Laptop computer; Laptop; Computer; Digitalrechner; Humoristische Darstellung; Kommunikationsstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverhalten; Australien
Abstract	This study explored the language practices of a small group of international Chinese students in an anglophone Higher Education context where English was the medium of instruction. The context was the first year of an early childhood education course at an Australian university. Building on findings from research in conversation analysis on language alternation and medium of interaction, the analyses sought to unveil the students' classroom verbal and nonverbal practices as they switched between Mandarin and English. Findings show that students' preferred medium was monolingual: English for discussing taskwork and Mandarin for resolving disagreement or confusion, establishing understanding, and selecting a speaker. Alternation to Mandarin was accompanied by whispering and the embodied actions of 'hiding' behind the laptop while co-occurring laughter was used to signal a language switch or to index trouble or a delicate situation. These findings suggest that language choice was not simply a practice for restoring the preferred medium. Rather the students continued to speak Mandarin until the interactional motivation for its use was completed, which legitimized the use of their shared language. The paper ends with recommendations to inform pedagogy that is sensitive to the linguistic needs of international students in Higher Education in anglophone contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01