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ERIC Number: EJ904009
Record Type: Journal
Publication Date: 2007-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1558-2973
Academic Spaces, Computer Technologies, and Difference: Toward a Multidisciplinary Approach to Academic Participation of Nonnative English Speaking Students
Nincic, Vera
Learning Inquiry, v1 n3 p189-202 Dec 2007
The growing trend of the internationalization of universities has provoked an interest in the academic participation of students coming from non-English speaking universities. Fashioned by theory and research as a group with "problems", nonnative English speakers are depicted as in constant need for help, and unsatisfied with Western academic practices. Consequently, the researchers interested in the potentials of computer technologies have turned toward the ways computer technologies might facilitate students' participation. By taking for granted the nonnative English speaking students' dissatisfaction with traditional academic practices because of students' cultural/linguistic differences, this approach fails to explore how the differences between the nonnative English speakers and other students have been established and maintained in traditional classrooms in the first place. This paper argues that we need a better understanding of the complex nature of relations between students and academic spaces that would challenge the approach that offers computer technologies as a "solution" to the problems of classroom participation by nonnative English speakers and develop a new framework to consider all aspects involved in the process. Empirical component of the paper offers several possible approaches in the analysis of nonnative English speaking students' academic participation.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A