Advertisement

The Student Experience as Transculturation: Examples from One-to-One Tutorials

  • Joan Turner

Abstract

International higher education is a contemporary social space or ‘contact zone’ (Pratt, 1991, 1992) in which students and staff from different linguistic and cultural backgrounds interact, and in which assumptions and expectations accrued from differing pedagogical cultures and practices play out. The sociolinguistic and pedagogic consequences of this interaction in multifarious sites globally are therefore often characterized by unpredictability. This creates a dynamic of the ‘always unexpected’, of contingency and improvization, rather than regularity in pedagogic interaction. The landscape is fluid rather than neatly bounded and the flow of interaction often choppy, disrupting interlocutor expectations. As a result, it makes sense to align the analysis and interpretation of such practices theoretically with explorations of contemporary cultural and social processes more broadly. In analyses and argumentation around broad topics such as globalization or late modernity, it is notable that conceptual metaphors of fluidity and flux dominate such theorizing. Examples include Bauman’s (2007) notion of ‘liquid life’, Clifford’s (1997) use of ‘travel’ as a theoretical metaphor and Appadurai’s widely influential uses of ‘mobility’, ‘flows’, and ‘scapes’ (Appadurai, 1996).

Keywords

International Student Student Experience Academic Writing Japanese Student Intercultural Communication 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Appadurai, A. (1996), Modernity at large: Cultural dimensions of globalization. Minneapolis, MN: University of Minnesota Press.Google Scholar
  2. Back, J. (2011), How far can face and hierarchy affect developing interaction between Korean university students and their supervisors in the United Kingdom? In B. Preisler, I. Klitgård, & A. H. Fabricius (Eds), Language and learning in the international university. from English uniformity to diversity and hybridity (pp. 212–230). Basingstoke: Palgrave Macmillan.Google Scholar
  3. Bauman, Z. (2007), Liquid times: Living in an age of uncertainty. Cambridge: Polity.Google Scholar
  4. Bereiter, C., & Scardamalia, M. (1987), The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
  5. Canagarajah, A. S. (2006), TESOL at forty: What are the issues? TESOL quarterly, 40 (1), 9–34.CrossRefGoogle Scholar
  6. Clifford, J. (1997), Routes: Travel and translation in the late twentieth century. Harvard: Harvard University Press.Google Scholar
  7. Deardorff, D. K., de Wit, H., Heyl, J. D., & Adams, T. (Eds) (2012), The SAGE handbook of international higher education. London: SAGE Publications, Inc.Google Scholar
  8. Greenholtz, J. (2003), Socratic teachers and Confucian learners: Examining the benefits and pitfalls of a year abroad. Language and Intercultural Communication, 3 (2), 122–130.CrossRefGoogle Scholar
  9. Hirvela, A., & Du, Q. (2013), ‘Why am I paraphrasing?’: Undergraduate ESL writers’ engagement with source-based academic writing and reading. Journal of English for Academic Purposes, 12, 87–98.CrossRefGoogle Scholar
  10. Jenkins, J., Cogo, A., & Dewey, M. (2011), Review of developments in research into English as a lingua franca. Language Teaching, 44 (3), 281–315.CrossRefGoogle Scholar
  11. Jin, L., & Cortazzi, M. (Eds) (2011), Researching Chinese learners: Skills, perceptions and intercultural adaptations. Houndmills: Palgrave Macmillan.Google Scholar
  12. Jin, L., & Cortazzi, M. (Eds) (2013), Researching intercultural communication: Investigations in language and education. Houndmills: Palgrave Macmillan.Google Scholar
  13. Jones, E. (Ed.) (2010), Internationalisation and the student voice: Higher Education Perspectives. London: Routledge.Google Scholar
  14. Kim, Y. Y. (2001), Becoming intercultural: An integrative theory of communication and cross-cultural adaptation. Thousand Oaks: Sage.Google Scholar
  15. Krase, E. (2007), ‘Maybe the communication between us was not enough’: Inside a dysfunctional advisor/L2 advisee relationship. Journal of English for Academic Purposes, 6, 55–70.CrossRefGoogle Scholar
  16. Montgomery, C. (2010), Understanding the international student experience. Basingstoke: Palgrave Macmillan.Google Scholar
  17. Montgomery, C. (2011), Developing perceptions of interculturality: A troublesome space? In B. Preisler, I. Klitgard, & A. H. Fabricius (Eds), Language and learning in the international university: From English uniformity to diversity and hybridity (pp. 59–75). Bristol: Multilingual Matters.Google Scholar
  18. Nakane, I. (2006), Silence and politeness in intercultural communication in university seminars. Journal of Pragmatics, 38, 1811–1835.CrossRefGoogle Scholar
  19. Ninnes, P., & Hellsten, M. (Eds) (2005), Internationalising higher education: Critical explorations of pedagogy and policy. Dordrecht: Springer Verlag.Google Scholar
  20. Norton, B. (2000), Identity and language learning. London: Longman.Google Scholar
  21. Phillipson, R. (1992), Linguistic imperialism. Oxford: Oxford University Press.Google Scholar
  22. Pratt, M. L. (1991), Arts of the contact zone. Profession, 91, 33–40.Google Scholar
  23. Pratt, M. L. (1992), Imperial eyes: Travel writing and transculturation. London & New York: Routledge.CrossRefGoogle Scholar
  24. Pratt, M. L. (2008), Imperial eyes: Travel writing and transculturation. 2nd edn., London & New York: Routledge.Google Scholar
  25. Preisler, B., Klitgård, I., & Fabricius, A. H. (Eds). (2011), Language and learning in the international university: From English uniformity to diversity and hybridity. Bristol: Multilingual Matters.Google Scholar
  26. Quirk, R. (1990), Language varieties and standard language. English Today, 21, 3–10.CrossRefGoogle Scholar
  27. Risager, K. (2007), Language and culture pedagogy: From a national to a transnational paradigm. Clevedon: Multilingual Matters.Google Scholar
  28. Savin-Baden, M. (2008), Learning spaces: Creating opportunities for knowledge creation in academic life. Maidenhead: Open University Press.Google Scholar
  29. Singh, P., & Doherty, C. (2004), Global cultural flows and pedagogic dilemmas: Teaching in the global university contact zone. TESOL quarterly, 38 (1), 9–42.CrossRefGoogle Scholar
  30. Skyrme, G. (2013), ‘It’s totally different’: Undergraduate Chinese students learning to write in a New Zealand university. In L. Jin & M. Cortazzi (Eds), Researching intercultural learning: Investigations in language and education (pp. 152–170). Palgrave Macmillan.Google Scholar
  31. Turner, J. (2011), Language in the academy: Cultural reflexivity and intercultural dynamics. Bristol: Multilingual Matters.Google Scholar
  32. Turner, J., & Hiraga, M. K. (2013), Researching intercultural communication in a UK higher education context. In L. Jin & M. Cortazzi (Eds), Researching intercultural learning: Investigations in language and education (pp. 117–134). Palgrave Macmillan.Google Scholar
  33. Widdowson, H. G. (1994), The ownership o f English. TESOL quarterly, 28, 377–389.CrossRefGoogle Scholar
  34. Zamel, V. (1997), Toward a model of transculturation. TESOL quarterly, 31, 341–353.CrossRefGoogle Scholar

Copyright information

© Joan Turner 2015

Authors and Affiliations

  • Joan Turner
    • 1
  1. 1.GoldsmithsUniversity of LondonUK

Personalised recommendations