包邮留美教师英语学术素养社会化研究

Chapter One Introduction 1.1 Background and Context 1.2 Purpose Statement and Research Questions 1.3 Definition of Terms 1.4 Significance of the Study 1.5 Rationale of the Study 1.6 Overview of the Book Chapter Two Relevant Studies on IPGS'Academic Literacy Socialization 2.1 Overview 2.2 English Academic Literacy Socialization 2.3 Issues Differentiating IPGS from IGS in Graduate School Experiences 2.3.1 Age-related issues 2.3.2 Professional experiences 2.3.3 Status as academic sojourners 2.4 IPGS'Academic Written Discourse Socialization 2.4.1 Acquisition of discipline-specific English literacy practices 2.4.2 Literacy identity transformation 2.4.3 Social interactions with community members 2.5 IPGS'Academic Oral Discourse Socialization 2.5.1 Inside classroom participation 2.5.2 Outside classroom interactions 2.6 Research Gaps 2.7 Conclusion Chapter Three Theoretical Framework 3.1 Epistemological Stance 3.1.1 Zone of Proximal Development 3.1.2 The dialectics of mind 3.1.3 Agency 3.2 Theoretical Framework 3.2.1 Community of Practice 3.2.2 Language Socialization 3.2.3 Summary Chapter Four Research Methodology 4.1 Design of the Study 4.1.1 Rationale for a qualitative study 4.1.2 Rationale for a qualitative case study 4.2 Research Context 4.2.1 Research site 4.2.2 Researcher positionality 4.2.3 Participants and sampling strategies 4.3 Data Collection Methods 4.3.1 Individual interviews 4.3.2 Classroom observations 4.3.3 Focus group interview 4.3.4 Document review 4.4 Data Analysis 4.4.1 Data management 4.4.2 Unit of analysis 4.4.3 Analyzing,coding and categorizing data 4.4.4 Analytic memos 4.5 Ethical Considerations 4.5.1 Procedural issues 4.5.2 Trustworthiness of the findings 4.5.3 Reciprocity 4.6 Exit Strategy Chapter Five Participants'Profiles 5.1 Student Participants'Profiles 5.1.1 Barbara's profile 5.1.2 Chris'profile 5.1.3 Ellen's profile 5.1.4 Gloria's profile 5.1.5 Amy's profile 5.1.6 David's profile 5.1.7 Felicia's profile 5.1.8 Helen's profile 5.2 Professor Participants'Profiles 5.2.1 Linda's profile 5.2.2 Madelyn's profile Chapter Six Identities and Academic Literacy Socialization 6.1 Professional Identity and Academic Literacy Socialization 6.1.1 Prior professional identity and academic literacy socialization 6.1.2 Envisioned professional identity and academic literacy socialization 6.1.3 Age-related issues and academic study 6.2 IGS Identity and Academic Literacy Socialization 6.2.1 Learner identity and academic literacy socialization 6.2.2 EAL identity and academic literacy socialization 6.2.3 Cultural identity and academic literacy socialization 6.3 Conclusion and Discussion Chapter Seven Graduate Program Contexts and Academic Literacy Socialization 7.1 Graduate Program Contexts and Academic Writing Socialization 7.1.1 The broader disciplinary communities of practice and academic writing socialization 7.1.2 The institutional communities of practice and academic writing socialization 7.2 Graduate Program Contexts and Academic Speaking Socialization 7.2.1 The classroom communities of practice and academic speaking socialization 7.2.2 The institutional communities of practice and academic speaking socialization 7.3 Conclusion and Discussion Chapter Eight Conclusion,Implieations and Limitations 8.1 Conclusion 8.2 Implications 8.2.1 Implications for pedagogy 8.2.2 Implications for theory 8 28.2.3 Implications for research 8.3 Limitations References Postscript