American professors’ support of Chinese international students’ reading and writing in subject courses

Xiaoqiong You, Xiaoye You

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The presence of Asian students can be strongly felt in U.S. universities these days. As non-native English-speaking (NNES) students, many of them face challenges in reading and writing in English, inside and outside the classroom. Research suggests that challenges specific to Asian students include indirection in making points, lack of personal voice, and discomfort in collaborative work. While some studies have examined these students’ difficulties and strategies in academic literacy, very few have explored how university subject teachers accommodate these students’ reading and writing abilities to facilitate learning. We studied American professors’ practices in using writing to facilitate learning at an English-medium summer school in China, a school which constitutes part of transnational American higher education. All professors came from well-ranked American universities and taught a variety of courses typically offered to freshmen and sophomores in their home institutions. The majority of students are Chinese international students returning home from North America for the summer. Focusing on humanities and social sciences professors, who made up the majority of the faculty, the study has identified several key accommodation strategies that these professors adopted for their Chinese students. We conclude the study by discussing implications for assisting Asian students with their written English in English-medium university content courses. The professors’ practices also raise questions about higher education in the United States.

Original languageEnglish (US)
Title of host publicationUnderstanding International Students from Asia in American Universities
Subtitle of host publicationLearning and Living Globalization
PublisherSpringer International Publishing
Pages173-193
Number of pages21
ISBN (Electronic)9783319603940
ISBN (Print)9783319603926
DOIs
StatePublished - Jan 1 2017

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university teacher
student
university
subject teacher
school
accommodation
learning
speaking
education
social science
literacy
classroom
China
lack
ability

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

Cite this

You, X., & You, X. (2017). American professors’ support of Chinese international students’ reading and writing in subject courses. In Understanding International Students from Asia in American Universities: Learning and Living Globalization (pp. 173-193). Springer International Publishing. https://doi.org/10.1007/978-3-319-60394-0_9
You, Xiaoqiong ; You, Xiaoye. / American professors’ support of Chinese international students’ reading and writing in subject courses. Understanding International Students from Asia in American Universities: Learning and Living Globalization. Springer International Publishing, 2017. pp. 173-193
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You, X & You, X 2017, American professors’ support of Chinese international students’ reading and writing in subject courses. in Understanding International Students from Asia in American Universities: Learning and Living Globalization. Springer International Publishing, pp. 173-193. https://doi.org/10.1007/978-3-319-60394-0_9

American professors’ support of Chinese international students’ reading and writing in subject courses. / You, Xiaoqiong; You, Xiaoye.

Understanding International Students from Asia in American Universities: Learning and Living Globalization. Springer International Publishing, 2017. p. 173-193.

Research output: Chapter in Book/Report/Conference proceedingChapter

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You X, You X. American professors’ support of Chinese international students’ reading and writing in subject courses. In Understanding International Students from Asia in American Universities: Learning and Living Globalization. Springer International Publishing. 2017. p. 173-193 https://doi.org/10.1007/978-3-319-60394-0_9