NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1137437
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0729-4360
Language (In)competency, Communication Strategies, and the Development of an International Academic Teacher Identity: Becoming an Audible Minority
McAllum, Kirstie
Higher Education Research and Development, v36 n4 p763-776 2017
Despite universities' enthusiasm for internationalization, international academic mobility requires considerable institutional and cultural adjustment in terms of teaching and supervision styles, research expectations, and departmental relationships. Although language competency underpins these practices, research on international academics has neglected the impact of language proficiency on professional identity. This article uses autoethnography to document conversations about language ability during my first two years as an academic in a French-language university. My responses to language-related comments evolved over time, reflecting how I positioned myself as a linguistic--or audible- minority, vis-à-vis the linguistic majority. Using cultural phenomenology, the findings highlight the interactional, unstable nature of international academic identities and the importance of positive collective support for international academics who shift from majority to minority linguistic status.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Montreal)