The past decade has witnessed a steady increase in the numbers
of Asian students in North American institutions of higher
learning. While their academic success has been widely recognized,
concerns about their silence in classrooms have also been expressed
by educators. Following an overview of Asian students in North
American higher education, this book presents a focused
ethnographic study of twenty Asian graduate students enrolled in a
major US university, exploring and describing Asian student's oral
classroom participation modes across multiple factors.
Four major classroom communication patterns--total integration,
conditional interaction, marginal participation, and silent
observation--are identified among the participants and discussed
across sociocultural, affective, cognitive, linguistic, and
pedagogical/environmental factors. Also discussed are the Asian
concepts of face saving, politeness, and social identity in
multiple discourse communities in light of Asian students'
perceptions of and modes in classroom participation. The book
concludes with a call for the development of cultural
transformation competence, which encompasses social identity
negotiation skills, and culture-sensitivity knowledge and mindful
reflexivity in addition to communicative competence.
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