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ERIC Number: EJ1152350
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0782
EISSN: N/A
Spatial and Literacy Practices of Chinese International Students across a Bridge Writing Classroom and WeChat
Wang, Xiqiao
Language and Education, v31 n6 p561-579 2017
The study is situated in a bridge writing course that serves multilingual international students during their first year in college. Based on interviews with 36 Chinese international students and detailed tracing of one focal student's literacy activities, this study examines the social production of a translocal literacy learning space that spans a writing classroom, informal spaces of learning, and a digital study group on WeChat (a popular smart phone social networking application among Chinese students). It explores students' literacy and spatial practice as inscribed with historical and geographic meanings students draw from spaces that are both local and translocal, digital and real. Findings from the study extend current research in two ways. It challenges theoretical demarcations of spaces (classroom, digital, informal) by considering literacy and its "context" as dynamically co-constituted through literacy and spatial practices. It problematizes current narratives of the expanding potential of digital tools, as students' reliance on informal, digital spaces of learning might also constrain their learning through self-segregation, ascribed identities, and lost opportunities. Literacy teachers are encouraged to consider the challenges of implementing pedagogical practices that are sensitive to students' spatial and literacy practices.
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A