Thai university students studying in China: Identity, imagined communities, and communities of practice

Mark Feng Teng, Gavin Bui

研究成果: Article同行評審

13 引文 斯高帕斯(Scopus)

摘要

Previous research on studying abroad has documented the value of exploring students' interactions with the members of their host community with a focus on the theoretical concepts of identity, imagined communities, and communities of practice. Following this line of research, this qualitative study breaks new ground through investigating how nine Thai students studying in China navigated the complex process of identity negotiation in their imagined communities and communities of practice. This investigation revisits intercultural sensitivity, proximity and boundaries in exploring how the students' communities of practice afforded different opportunities to demonstrate their identities. The findings reveal that the students envisioned belonging to an imagined community of foreign students in China by demonstrating the identities of cross-cultural mediators and dedicated language learners. However, the misalignment between the students' imaginations and the realities in their host communities caused predicaments with their identity negotiation. The Thai students' multi-layered experiences and the social contexts of Chinese language learning influenced their identities, which in turn mediated their senses of belonging to imagined communities of Chinese speakers, and their self-perceived Chinese language competencies. Relevant pedagogical implications of the findings are discussed.

原文English
頁(從 - 到)341-368
頁數28
期刊Applied Linguistics Review
11
發行號2
DOIs
出版狀態Published - 1 6月 2020
對外發佈

指紋

深入研究「Thai university students studying in China: Identity, imagined communities, and communities of practice」主題。共同形成了獨特的指紋。

引用此