ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
ParticipantEmailAbstractQ&A DateQ&A TimeName of Volunteer to Lead DiscussionEmail
2
Hongni Gouhongnigou@arizona.eduProject title: Identity and Language Learning in Study Abroad: An Ethnographic Study of African Students in China
Abstract: Previous research has shown that sojourners’ identity issues play a significant role in shaping their language learning experiences in studying abroad since they need to constantly construct and negotiate their sense of self in the host community through everyday encounters (Block, 2007). However, race as a salient aspect of identity has long been overlooked in SA literature. With the economic and educational cooperation between Africa and China during the last two decades, China has become the second largest destination country for international students from Africa (Ministry of Education, 2019). Despite the rapid growth of African students in China and their interest in the Chinese language, surprisingly little research to date has explored Black African students’ racial identity negotiation as well as its impact on their language learning and use in the host community.
Drawing on Norton’s (2000) conceptualization of identity, this ethnographic case study aims to investigate the experiences of Black African students studying abroad in China, with a particular focus on their racialized identity negotiation and language learning. Specifically, the study aims to explore the following research questions: 1) How do African students interpret, construct and negotiate their racialized identities through language when they study abroad in China? 2) If applicable, how do racialized identities intersect with other identity aspects such as gender, nationality, etc.? 3) How does their identity negotiation shape their language learning? To answer these questions, 6 participants will be recruited from a Chinese university. Data collection methods will include semi-structured interviews, field observations, and audio diaries with a total of 8-month data collection duration. Both content analysis and discourse analysis will be employed for data analysis. By enriching the understanding of African students’ study abroad experiences in China, the research may also contribute to the social visibility of international students from the Global South as well as equity and inclusiveness of SA scholarship in the second language acquisition field.
November 2811am ATL
(10am Eastern)		Yi Wangyiw.wang@stonybrook.edu
3
Richard Feddersenfedderse@ualberta.caIn my dissertation, I examine knowledge and confidence displays regarding German-speaking countries and the German language, exhibited by learners and instructors of German as a second language (L2) in Jordan. Using tools from discourse analysis, interactional sociolinguistics, and conversation analysis, I analyze how such knowledge and confidence displays serve to construct identity, in particular how professional and cultural identity overlap or differ. At the point of data collection, the student participants were taking their last German course before embarking on their mandatory study abroad program. My data consists of class recordings (video and audio), recorded interviews with five students of architecture and design, and their instructor, from 2019 during a B1+ L2 German intensive course at a university in Jordan.

My study is an ongoing project and aims to connect knowledge displays and L2 learner identities. As learner identities - especially how learners position themselves - have not often been examined turn by turn, this study will enrich educational research by applying methods from sociolinguistics, adding an interdisciplinary perspective. The benefit of my analytical approach is the ability to look beyond the surface level of communication, and capture the complexity of identity, which does not consist of a static set of categories, but is actively constructed turn by turn. Pedagogical implications of this study may include the potential to better understand learners’ displays of confidence in regard to the L2, and possibly identify how instructors can improve classroom communication.

November 2811am ATL
(4pm Central European)		Khaled Al Masaeedmasaeed@andrew.cmu.edu
4
Yaqiao Liuyaqiao.liu@postgrad.manchester.ac.ukConceptualising the relevance between the internationalization of HE in China and global citizenship education Our globalized world, affected by ever-increasing international interactions, requires students to have a certain understanding of global flows and relations. Global citizenship education (GCE) in today’s China mainly emerges in the rationale and motivations of the implementation of the internationalization of higher education (HE). The implementation of the internationalization of HE education in China has not just initiated a process of internationalizing and reformulating Chinese HE but has also had a direct impact on GCE practices. This study aimed to develop a theoretical framework in which GCE and the internationalization of HE target, critique and possibly extend the national citizenship education in Chinese contexts. With an emphasis on HE, I identified the dimensions and initial items of the connections between GCE and the internationalization of HE through extensive literature reviewing and content analysis of education policy. The extensive literature review included both theoretical and empirical literature and showed that GCE is explicitly framed by the internationalization of HE in China, and the power imbalance in knowledge production and concomitant silencing of other narratives and knowledge is a much more critical problem in conceptualising global citizenship education. The content analysis of Chinese education policy maps the gap in the lack of conceptualisation of GCE in other cultural narratives. It was the foundation to combine the epistemological understanding of GCE with the Eastern contexts and understand how the internationalization of Chinese HE contributes to GCE. It found that the positionality of GCE in the internationalization of HE works as an extension or expansion of Chinese citizenship education to supplementary the unfulfilled contexts of citizenship education.November 304pm ATL
(8pm UK)		Jean-Blaise Samou
5
Ezgi Ozyonumezgi.ozyonum@concordia.caLearning About Internationalization While Learning: Self-Perceptions of International Graduate Students as Agents in A Central Canadian University Abstract: In my dissertation, I aim to document what purposes and meanings international students ascribe to studying a graduate program in Canada and how these choices, aspirations, and discourses of educational purposes reflect the influences of internationalization. The phenomenon of internationalization of higher education (IHE) is described as “the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society” (de Wit, Hunter, Egron-Polak, & Howard., 2015, p.281). Over the years, the phenomenon of internationalization has evolved by “adding to its depth, rationales, and end goals” (Hunter, McAllister-Grande, Proctor, and de Wit, 2022, p.53). The discourse has come across a critical turn and questioned its rationales and motivations concerning a historical context. This research contributes to this emerging discourse, which uncovers the problematic spread of internationalization as colonialism through examining the experiences and agency of international graduate students in relation to discourses and institutional practices of internationalization at a Central Canadian University. The international students learn about internationalization and what it means to be an international student through media, social discourse, formal and informal education, and lived experiences. Moving to Canada to study informs their conceptualization of internationalization. This research examines how the discourses and institutional practices of internationalization shape international graduate students’ experiences and influence their perceptions of what it means to be an international student.November 304pm ATL
(3pm Eastern)		Amelia Dietrichdietrica@forumea.org
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100