An autoethnographic study of identity and literacy development in a second language: A rendition of an international graduate student's travails
Using autoethnographic and narrative inquiry, this dissertation investigates the identity and literacy development of an international graduate student in the US. The research questions explored in this study are 1) What kind of identity work does becoming an international graduate student entail? 2) What are the academic literacy practices of an international graduate student? and 3) How do the identities and literacy practices of an international graduate student change contextually and over time? The findings illustrated that the identities and literacy practices in graduate school were multiple, heterogeneous, dialogic, situated, and dynamic. The findings indicated that the development of both identities and literacy practices in graduate school requires a considerable amount of interaction with others—people and texts—and that these interactions are the primary factor underlying disciplinary socialization. The findings showed that subjective evaluations about these interactions could fundamentally shape academic socialization. The study also points out the significance and necessity of studying academic socialization from particular emic perspectives of individuals.
Silva, Purdue University.
English as a Second Language|Social psychology|Ethnic studies|Higher education
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