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Academics’ Understandings of the Literacy Needs of International Graduate Students

Qualitative report, 2021-12, Vol.26 (12), p.COV5-3804 [Peer Reviewed Journal]

COPYRIGHT 2021 Nova Southeastern University, Inc. ;2021. This work is published under https://creativecommons.org/licenses/by-nc-sa/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2160-3715 ;ISSN: 1052-0147 ;EISSN: 2160-3715 ;DOI: 10.46743/2160-3715/2021.4951

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  • Title:
    Academics’ Understandings of the Literacy Needs of International Graduate Students
  • Author: Creely, Edwin ; Chowdhury, Raqib ; Southcott, Jane
  • Subjects: Analysis ; College faculty ; College students ; Education ; Educational aspects ; Educational research ; English as a second language ; English language ; Foreign students ; Foreign study ; Graduate students ; Habitus ; International education ; Learning ; Literacy ; Literacy programs ; Students, Foreign ; Teacher-student relationships ; Teachers ; Teaching
  • Is Part Of: Qualitative report, 2021-12, Vol.26 (12), p.COV5-3804
  • Description: This article critically explores the understandings about the English academic literacy needs of international graduate students from the perspective of academic teaching staff in a Faculty of Education at a large Australian university. Research suggests that international graduate students for whom English is another language, on coming to English speaking countries, acquire English academic literacies as part of a complex set of academic competencies needed for successful graduate study. In this study, 16 academic teaching staff participated in focus groups and revealed their understandings and practices about academic literacies in the context of their experiences of working with international graduate students as teachers and supervisors. Emergent thematic analysis and Bourdieu’s ideas of doxa, field, and habitus were used to examine the data. Findings revealed a range of beliefs about what international graduate students need regarding academic literacies and language support, and some contestation about the role of the academic in providing literacy support. This suggests challenges of consistency in graduate teaching and learning, and the need for greater clarity concerning what equitable support international students are given.
  • Publisher: Fort Lauderdale: Nova Southeastern University, Inc
  • Language: English
  • Identifier: ISSN: 2160-3715
    ISSN: 1052-0147
    EISSN: 2160-3715
    DOI: 10.46743/2160-3715/2021.4951
  • Source: ProQuest Central
    DOAJ Directory of Open Access Journals
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