Who, why, and what about Chinese international students -- Languaging across borders: linguistic demands, challenges and an integrated framework -- A four-month in-depth investigation : an overview of study design -- Chinese international students are not Chinese international students -- First semester languaging journeys of three regular high students -- First semester languaging journeys of two American high students -- Revisiting within-group variabilities among Chinese international students -- An overview of myths and realities -- Myth 1: TOEFL results accurately predict international students' ability to function linguistically on college entry -- Myth 2: An English-only policy is necessary in college classrooms to help international students improve their linguistic functioning in English -- Myth 3: First-year writing guarantees international students' successful writing performances in content-area courses -- Myth 4: English is responsible for all the challenges facing Chinese international students -- Myth 5: Chinese international students are well supported in American higher education linguistically and academically -- Revisiting myths and realities
Summary
"Drawing on a digital ethnography of Chinese international students' first semester languaging practices, this book examines how they use their multilingual and multi-modal communicative repertories to facilitate languaging across contexts, in order to suggest how universities might better serve the needs of international students"-- Provided by publisher
Bibliography
Includes bibliographical references and index
Notes
Description based on online resource; title from digital title page (viewed on October 28, 2022)
