The Lived Experience of Chinese International Students in the U.S.: An Academic Journey (Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 56)

This book marks a departure from traditional assumptions concerning the deficiencies of Chinese international students in terms of learning and adapting. It employs phenomenological narrative inquiry and a small culture approach to investigate the evolved, fluid experience of pursuing a graduate degree in the U.S. at Blue Fountain University (a pseudonym for a mid-western university). Adopting an interdisciplinary perspective, this book addresses two fundamental questions: What study abroad is and what study abroad counts? The sociocultural dimensions that shape the cross-border degree seeking endeavors inform stakeholders what works for Chinese international students' successful pursuits as EFL learners and ESL users and what could be improved. This book shares thoughts on the implications and impact of educational contexts to stakeholders at normal and dynamic contexts interrupted by global pandemic outbreak. It contributes to the understanding of the internationalization of the host institute and the EFL education reform efforts (policy making, teacher education, and classroom practice) in China (and in Asia at large). Series Editors’ Introduction Preface Acknowledgments Contents List of Figures List of Tables 1 Introduction and Background 1.1 The U.S. Higher Education and International Education Market 1.2 Historical and Sociocultural Background of Chinese International Students 1.3 Interdisciplinary Research of the L2 Learner Experience 1.3.1 Phenomenological Narrative Inquiry and Small Culture 1.3.2 L2 Learner Versus User in Second Language Acquisition 1.3.3 Sociocultural Theory and Poststructuralist Approaches Investigating L2 Learning and Using 1.4 Challenges and Obstacles Chinese International Students Encountered 1.4.1 Adjustment, Adaptation, and Acculturation 1.4.2 Language Issues 1.4.3 Issues and Stress in Later-Year Experience 1.5 Why This Book and What Is Missing in the Field? 1.5.1 What This Book Brings to the Reader? 1.5.2 What This Book Is Not About 1.6 Key Glossary in This Book References 2 The Lived Experience from China to the United States: A Sociocultural Roadmap 2.1 Learner Profile 2.2 Qing: 3rd Year Student Studying J.D. 2.3 Su: 2nd Year MPA Student Studying Nonprofit Management 2.4 Tao: 2nd Year MS Student in Physics Program 2.5 Jiang: 2nd Year MS Student Studying Computer Science 2.6 Ke: 2nd Year Ph.D. Student in Economics and Social Science Consortium 2.7 Decision-Making: Reasons for Choosing Blue Fountain University 2.8 Pre-departure EFL Experience: The English Language Education in China 2.9 Evolving Experience: From EFL to ESL Users/Learners 2.10 Disadvantaged Learners Using L2 in the U.S. Classroom: Adaptive Learning and Coping Strategies References 3 The Making and Remaking of the Chinese International Students: Perceptions as L2 Learners/Users 3.1 English Language Education in China: The Melting Pot that Makes EFL Learners 3.1.1 EFL Curriculum and Pedagogical Practice in China 3.1.2 English Teachers in China 3.1.3 Predeparture English Learning in EFL Context 3.2 Learning Environments that Makes and Remakes L2 Users and Learners 3.2.1 Qing’s Learning Environment in the Law School 3.2.2 Su’s Learning Environment in the Business School 3.2.3 Tao’s Learning Environment in the Physics Department 3.2.4 Jiang’s Learning Environment in the Computer Science Department 3.2.5 Ke’s Learning Environment in the Economics Department 3.3 Gains in Multiple Competences 3.3.1 Intercultural Competency 3.3.2 Linguistic Competency 3.4 Internal and External Factors Shaping the Lived Experiences References 4 Understanding the Lived Experiences: A Post-structuralist Interpretation 4.1 Long-Term Commitment to English Language Acquisition: The Composite Portrait of L2 Learners and Users 4.2 Diverse Department Culture and Challenges Blue Fountain University Administration Faces 4.3 English Language Teaching in China: Voice of Insiders Who Lived Through and Examined Afterward 4.4 Ecological Second Language Acquisition and Language Socialization 4.4.1 Ecological Second Language Acquisition 4.4.2 Language Socialization 4.4.3 Multiple and Dynamic Identities References 5 Thoughts to Stakeholders in the Eye of the Beholders 5.1 Recommendations to the U.S. Host Institutes 5.1.1 Enhance Faculty Practice and Curriculum Internationalization 5.1.2 Diversify Campus Services 5.2 Recommendations to the English Language Teaching in China 5.2.1 Reconceptualize English Language Teaching and Learning 5.2.2 Foster Intercultural Communication Competence 5.2.3 Reexamine English Teacher Education and Professional Development 5.2.4 Strengthen K-16 Curriculum Articulations 5.3 Recommendations to the L2 Chinese International Students 5.3.1 Understand the Inevitable Difficulties Ahead 5.3.2 Prepare Yourself Culturally, Linguistically, and Academically References 6 Conclusions and Thinking to the Future 6.1 Concluding Remarks 6.2 General Implications 6.3 Particular Implications: Thinking to the Future 6.3.1 For the Host Institutes of Higher Education 6.3.2 For the English Language Teaching and Learning in China 6.3.3 For the Directions of Future Research References