Skip to main content
SpringerLink
Log in

International Students’ Daily Negotiations in Language, Culture, and Identity in Canadian Higher Education

  • Chapter
  • First Online:
Interrogating Models of Diversity within a Multicultural Environment

Abstract

Globalization has changed the landscape for higher education, and many students decide to improve their educational qualifications outside their home countries. As a result, Canadian higher education has witnessed an increasing number of international students, and the People’s Republic of China has been the main source country (Canadian Bureau for International Education, Facts and Figures: Canada’s performance and potential in international education. Retrieved from http://cbie.ca/media/facts-and-figures/, 2018). Therefore, the current demographic context calls for a further investigation of Chinese international students’ experiences while studying abroad. Many research studies have investigated different aspects of international student experiences (Sovic, Art, Design & Communication in Higher Education, 6(3), 145–158, 2008; Zhai, Studying international students: Adjustment issues and social support. Retrieved from http://files.eric.ed.gov.proxy1.lib.uwo.ca/fulltext/ED474481.pdf, 2002; Zhang & Zhou, Canadian and International Education/Education canadienne et international, 39(3), 43–58, 2010), but little is known about student perspectives. This chapter focuses on Chinese international students’ lived experiences in one Canadian institution using a narrative inquiry into student experiences from a sociocultural perspective, listening to students’ stories, recognizing their voices, and understanding their choices and practices in order to reconsider what seems familiar and to reveal some ordinary yet “sophisticated” stories. Suggestions are made to help educators and administrators to further support international students in Canadian higher education.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 99.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Berman, R., & Cheng, L. (2001). English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement. Canadian Journal of Applied Linguistics, 4(1–2), 25–40.

    Google Scholar 

  • Bhabha, H. (1990). The third space: Interview with Homi Bhabha. In J. Rutherford (Ed.), Identity: Community, culture, difference (pp. 207–221). London: Lawrence and Wishart.

    Google Scholar 

  • Biggs, J. B. (1996). Western misconceptions of the Confucian-heritage learning culture. In D. A. Watkins & J. B. (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp. 45–67). Hong Kong, China: CERC and ACER.

    Google Scholar 

  • Canadian Bureau for International Education. (2018). Facts and Figures: Canada’s performance and potential in international education. Retrieved from http://cbie.ca/media/facts-and-figures/

  • Cheng, R., & Erben, A. (2011). Language anxiety: Experiences of Chinese graduate students at US higher institutions. Journal of Studies in International Education, 16(5), 477–497.

    Article  Google Scholar 

  • Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass.

    Google Scholar 

  • Cole, M. (1996). Cultural psychology. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Cui, D. (2015). Capita, distinction and racialized habitus: Immigrant youth in the fields of Canadian schools. Journal of Youth Studies, 18(9), 1154–1169.

    Article  Google Scholar 

  • Cui, D. (2016). Heterogeneity and differentiation behind model minority discourse: Struggles of Chinese students in Canadian schools. In W. Ma & G. Li (Eds.), Beyond test scores: Understanding the hearts and minds of Chinese students in K-12 schools in a global context (pp. 153–163). New York: Routledge.

    Google Scholar 

  • Cui, D., & Kelly, J. (2013). “Too Asian?” or the invisible citizen on the other side of the nation? Journal of International Migration and Integration, 14(1), 157–174.

    Google Scholar 

  • Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121–129.

    Google Scholar 

  • Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, 18–36.

    Article  Google Scholar 

  • Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.

    Book  Google Scholar 

  • Cummins, J., & Danesi, M. (1990). Heritage languages: The development and denial of Canada’s linguistic resources. Toronto, ON: Our Schools/Our Selves Education Foundation.

    Google Scholar 

  • Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity, a new concept based on the funds of knowledge approach. Culture & Psychology, 20(1), 31–48.

    Article  Google Scholar 

  • Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). San Francisco: Pearson Education Inc.

    Google Scholar 

  • Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). New York: Routledge.

    Google Scholar 

  • Gee, J. P. (2014). An introduction to discourse analysis: Theory and method (4th ed.). New York: Routledge.

    Google Scholar 

  • Gutiérrez, K., Baquedano-Lopez, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 64(4), 286–303.

    Article  Google Scholar 

  • Gutiérrez, K., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32, 19–25.

    Article  Google Scholar 

  • Harding-Esch, E., & Riley, P. (Eds.). (2003). The Bilingual Family: A handbook for parents (2nd ed.). Cambridge, UK/New York: Cambridge University Press.

    Google Scholar 

  • Hofstede, G. (1980). Culture’s consequences: Intentional differences in work-related values. Newbury Park, CA: Sage.

    Google Scholar 

  • Hofstede, G. (1997). Cultures and organizations; software of the mind. New York: McGraw-Hill.

    Google Scholar 

  • Hofstede, G., & Bond, M. (1984). Hofstede’s culture dimensions: An independent validation using Rokeach’s value survey. Journal of Cross-Cultural Psychology, 15, 417–433.

    Article  Google Scholar 

  • Jiao, J. (2006). Exploring the reasons for student ethnic groupings: The case of Chinese students at the University of Windsor. Unpublished master’s thesis, Faculty of Graduate Studies and Research, Windsor, ON.

    Google Scholar 

  • Kuo, L. (2014). Are US universities choosing rich Chinese students over Asian Americans? Retrieved from https://qz.com/203273/are-us-universities-are-choosing-rich-chinese-students-over-asian-americans/

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

    Book  Google Scholar 

  • Lee, S. J. (1996). Unraveling the “model minority” stereotype: Listening to Asian American youth. New York: Teachers College Press.

    Google Scholar 

  • Lemke, J. (2000). Across the scales of time; artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7(4), 273–290.

    Article  Google Scholar 

  • Li, G. (2006). Culturally contested pedagogy: Battles of literacy and schooling between mainstream teachers and Asian immigrant parents. Albany, NY: State University of New York.

    Google Scholar 

  • Li, G. (2008). Other people’s success: Impact of the “model minority” myth on understanding Asian students in North America. In G. Li & L. Wang (Eds.), Model minority myth revisited: An interdisciplinary approach to demystifying Asian American educational experiences (pp. 213–231). Charlotte, NC: Information Age.

    Google Scholar 

  • Li, G., & Wang, L. (Eds.). (2008). Model minority myth revisited: An interdisciplinary approach to demystifying Asian American educational experiences. Charlotte, NC: Information Age.

    Google Scholar 

  • Lin, L. (2002). The learning experiences of Chinese graduate students in American social sciences programs. The Annual Conference of the Comparative and International Education Society, Orlando, FL. Retrieved from https://eric.ed.gov/?id=ED474163

  • Ma, W., & Li, G. (Eds.). (2016). Beyond test scores: Understanding the hearts and minds of Chinese students in K-12 schools in a global context. New York: Routledge.

    Google Scholar 

  • Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141.

    Article  Google Scholar 

  • Moll, L. C., & Gonzalez, N. (1994). Lessons from research with language minority children. Journal of Reading Behavior, 26, 439–456.

    Article  Google Scholar 

  • Moll, L. C., & Greenberg, J. B. (1990). Creating zones of possibilities: Combing social contexts for instruction. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology. Cambridge, UK: Cambridge University Press.

    Chapter  Google Scholar 

  • Ochs, E. (1991). Socialization through language and interaction: A theoretical introduction. Applied Linguistics, 2(2), 143–147.

    Google Scholar 

  • Pahl, K. (2008). Tracing habitus in texts and practices. In A. Luke & J. Albright (Eds.), Pierre Bourdieu and literacy education (pp. 187–208). London: Routledge.

    Google Scholar 

  • Pahl, K. (2010). Changing literacies: Schools, communities and homes. In J. Lavia & M. Moore (Eds.), Cross-cultural perspectives on policy and practice: Decolonizing community contexts (pp. 58–71). London: Routledge.

    Google Scholar 

  • Rampton, B. (2006). Language in later modernity. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Razfar, A., & Gutiérrez, K. (2003). Reconceptualizing early childhood literacy: The sociocultural influence. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 34–47). London: Sage.

    Chapter  Google Scholar 

  • Ruiz, R. (1984). Orientations in language planning. NABE Journal, 8(2), 15–34.

    Article  Google Scholar 

  • Sovic, S. (2008). Coping with stress: The perspective of international students. Art, Design & Communication in Higher Education, 6(3), 145–158.

    Article  Google Scholar 

  • Spencer-Rodgers, J., & McGovern, T. (2002). Attitudes toward the culturally different: The role of intercultural communication barriers, affective responses, consensual stereotypes, and perceived threat. International Journal of Intercultural Relations, 26(6), 609–631.

    Article  Google Scholar 

  • Street, B. V. (2008). New literacies, new times: Developments in literacy studies. In B. V. Street & N. Hornberger (Eds.), Encyclopedia of language and education: Vol. 2. Literacy (pp. 3–14). New York: Springer.

    Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological process. Cambridge, MA: MIT Press.

    Google Scholar 

  • Wang, K. T., Heppner, P. P., Fu, C. C., Zhao, R., Li, F., & Chuang, C. C. (2012). Profiles of acculturative adjustment patterns among Chinese international students. Journal of Counseling Psychology, 59(3), 424–436.

    Article  Google Scholar 

  • Wang, M. (2016). The impact of cultural values on Chinese students in American higher education. The Qualitative Report, 21(4), 611–628.

    Google Scholar 

  • Wang, W-H. (2009). Chinese international students’ cross-cultural adjustment in the U.S.: The roles of acculturation strategies, self-construals, perceived cultural distance, and English self-confidence. Retrieved from Texas ScholarWorks.

    Google Scholar 

  • Wertsch, J. V. (1994). The primacy of mediated action in sociocultural studies. Mind, Culture and Activity, 1(4), 202–208.

    Google Scholar 

  • Wiltse, L. (2015). Literacy not just ‘sunny days’: Aboriginal students connect out-of-school literacy resources with school literacy practices. Literacy, 49(2), 60–68.

    Article  Google Scholar 

  • Xue, M. (2013). Effects of group work on English communicative competence of Chinese international graduates in United States institutions of higher education. The Qualitative Report, 18(7), 1–19.

    Google Scholar 

  • Yang, C., Wu, H., Zhu, M., Brian, G., & Southwell, B. (2004). Tuning in to fit in? Acculturation and media use among Chinese students in the United States. Asian Journal of Communication, 14(1), 81–94.

    Article  Google Scholar 

  • Ye, J. (2006). An examination of acculturative stress, interpersonal social support, and use of online ethnic social groups among Chinese international students. The Howard Journal of Communications, 17(1), 1–20.

    Article  Google Scholar 

  • Yeh, C. J., & Inose, M. (2003). International students’ reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress. Counselling Psychology Quarterly, 16(1), 15–28.

    Article  Google Scholar 

  • Zhai, L. (2002). Studying international students: Adjustment issues and social support. Retrieved from http://files.eric.ed.gov.proxy1.lib.uwo.ca/fulltext/ED474481.pdf

  • Zhang, Z., & Zhou, G. (2010). Understanding Chinese international students at a Canadian university: Perspectives, expectations, and experiences. Canadian and International Education / Education canadienne et international, 39(3), 43–58.

    Google Scholar 

  • Zhang-Wu, Q. (2018). Chinese international students’ experiences in American higher education institutes; a critical review of the literature. Journal of International Students, 8(2), 1173–1197.

    Article  Google Scholar 

  • Zhu, J. (2007). A cross-cultural learning case study; comprehending Chinese international students’ adapting and learning strategies at Canadian universities. Halifax, Canada: Graduate School of Mount Saint Vincent University.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, Western University, London, ON, Canada

    Xiaoxiao Du

Authors
  1. Xiaoxiao Du
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Xiaoxiao Du .

Editor information

Editors and Affiliations

  1. Faculty of Education, Department of Educational Policy Studies, University of Alberta, Edmonton, AB, Canada

    Michael Tonderai Kariwo

  2. University of Alberta, Edmonton, AB, Canada

    Neda Asadi

  3. Faculty of Education, Department of Educational Policy Studies, University of Alberta, Edmonton, AB, Canada

    Chouaib El Bouhali

Rights and permissions

Reprints and permissions

Copyright information

© 2019 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Du, X. (2019). International Students’ Daily Negotiations in Language, Culture, and Identity in Canadian Higher Education. In: Kariwo, M., Asadi, N., El Bouhali, C. (eds) Interrogating Models of Diversity within a Multicultural Environment. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-03913-4_14

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-03913-4_14

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-03912-7

  • Online ISBN: 978-3-030-03913-4

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation