“Stories from No-Man’s Land?” Situated language learning through the use of role models in the context of international Higher Education
Haines, K. (2012). “Stories from No-Man’s Land?” Situated language learning through the use of role models in the context of international Higher Education. Apples – Journal of Applied Language Studies Vol. 6, 1, p. 1-22. Retrieved from http://apples.jyu.fi/
Published inApples - Journal of Applied Language Studies
This article discusses the value of role models in the language acquisition process of international students following an English as Medium of Instruction (EMI) programme in the Netherlands. Narrative interpretations of qualitative data provide insights into the identity work involved in the use of role models and the impact that this work has on the participation of learners in the ir core learning community and other communities. The article compares the use of role models in the cases of three students. These learning experiences were recorded through Language Learning Histories (Murphey, Chen & Chen: 2004), semi -structured interviews and journal entries. Analysis is grounded in the theory of situated learning, taking Communities of Practice (Wenger 1998) as the main conceptual framework. The article also draws on related perspectives from within the field of Second Language Acquisition (SLA), notably a heuristic understanding of Activity Theory (Lantolf & Pavlenko 2001; Ivanič 2006) and ‘person -in-context’ (Ushioda 2009). Narrative interpretations of language learning experiences are shown to provide understandings of the impact of local educational practices on learner participation in and across learning communities. These interpretations highlight the need for greater transparency and awareness of the tensions intrinsic to participation in language learning communities. These tens ions are exemplified in these three cases by the learners’ use or non -use of role models, which is of particular relevance in the broader context of their experience outside the classroom setting. Such research provides an opportunity to incorporate learner perspectives in curriculum design and evaluation. ...
PublisherCentre for Applied Language Studies at the University of Jyväskylä
MetadataShow full item record
Showing items with similar title or keywords.
Language ideologies in Finnish higher education in the national and international context : a historical and contemporary outlook Saarinen, Taina (John Benjamins Publishing Co., 2014)The article examines the language policy developments of Finnish higher education in historical and contemporary perspective. It is part of an Academy of Finland funded project (2011-2013) on the role of language in Finnish ...
Implicit policy, invisible language: Policies and practices of international degree programmes in Finnish higher education Saarinen, Taina; Nikula, Tarja (Multilingual Matters, 2013)
” You treat a person as a person.” : higher education English teachers’ experiences and views of teaching multicultural groups Kaariniemi, Ester (2018)Maahanmuutto, kehittyneet tiedonkulun ja matkustuksen keinot, sekä lisääntynyt kansainvälisyys työelämässä ovat tuoneet monikulttuurisuuden osaksi arkipäivää myös Suomessa. Monikulttuurisuuden lisääntyminen näkyy myös ...
Darling, Deborah (Soveltavan kielentutkimuksen keskus, Jyväskylän yliopisto; Kielikoulutuspolitiikan verkosto, 2022)This article discusses language ideologies in Finnish higher education as they relate to international student languages. The paper draws upon data collected from students and lecturers and interprets this vis-à-vis the ...
Investigation of agency and mental wellbeing : the case of international students in the context of Finnish higher education Roshanizand, Faraz (2020)The Agency of higher education students has been extensively discussed in the context of learning (Baxter, 2019; Zeiser, Scholz, & Cirks, 2018). Meanwhile, the mental wellbeing of the international students and the constraints ...