Abstract
This chapter demonstrates that the Business English students participated in three salient and interlocking communities of practice—the mediating community of practice (the Business English programme), the transitory community of practice (student groups and associations), and the target community of practice (the companies or institutions in which they interned). The mediating community of practice provided a proto-typical professional identity, which was rehearsed in the transitory community of practice and validated in the target community of practice. The students’ participatory learning shaped their emerging professional identity and, conversely, the coordination of access and agency complicated their participatory learning and professional identity construction.
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Zhang, Z. (2017). Mode, Access, and Agency in Participatory Learning. In: Learning Business English in China. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-59291-6_5
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DOI: https://doi.org/10.1007/978-3-319-59291-6_5
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