Negotiating Participation and Identity in Second Language Academic Communities.

By N. Morita. 2004

723 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b7e322f5f12c926b55e32b1da3f5ec8df02004d3

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Citations in the corpus

Entering the university: the differentiated experience of two Chinese international students in a New Zealand university (2007, background): “…place in complex relationship to teaching and interactive processes afforded by the study setting, and that teachers, either by the mediation that they offer, or by its absence, exert an important influence on the process (for example, Leki, 1995; Morita, 2004; Ridley, 2004; Zamel & Spack, 2004).”
Language, culture, gender, and academic socialization (2009, background): “This study was part of a larger multiple case study that investigated the academic discourse socialization experiences of seven international graduate students from Japan at a Canadian university (Morita 2002, 2004).”
The Development of Practices for Action in Classroom Dyadic Interaction: Focus on Task Openings (2007, background): “From a situated or community of practice approach to learning (Lave & Wenger, 1991; Morita, 2004; Norton, 2001; Shea, 1994; Toohey, 1996, 2000; Wenger, 1998), developing interactional competence is seen in the change in participation at different levels of classroom discourse and”
The motivational dimension of language teaching (2017, background): “Examples from other educational settings are Cambodian women rejecting ESL classes because they felt their domestic and professional identities were not taken into account (Skilton-Sylvester 2002), and Japanese university students being side-lined in Canadian academic seminars (Morita 2004).”
Understanding Chinese learners' willingness to communicate in a New Zealand ESL classroom: A multiple case study drawing on the theory of planned behavior (2013, result): “This finding supports other studies reporting that the fear of high-exposure and risk of self-esteem are associated with low classroom participation and low motivation (e.g. Léger and Storch, 2009; Morita, 2004).”
Friendships and Group Work in Linguistically Diverse Mathematics Classrooms: Opportunities to Learn for English Language Learners (2016, background): “When focusing on the participation of ELLs or linguistic minority students, previous studies have suggested that their contributions tend to be devalued during group work across different education levels, from higher education (Leki, 2001; Morita, 2004) to grades kindergarten–12 (Kanno & Applebaum,”
Language Socialization into Academic Discourse Communities (2010, methodology): “Morita (2002, 2004) also conducted a larger, longitudinal, multiple case study that examined six Japanese women’s academic discourse socialization into graduate and senior-level undergraduate courses at a Canadian university, focusing on the women’s variable levels and forms of participation…”
Second language socialization as sociocultural theory: Insights and issues (2007, background): “…at the University of British Columbia and I have been examining questions such as these within courses or programs (i.e. communities of practice) in a Canadian university with a mixture of domestic and international students (e.g., Morita 2000, 2004; Kobayashi 2003, 2004; Zappa-Hollman 2007).”