View in EDS

Social Support for International Students in Foreign Language Classroom Communities of Practice

Saved in:
Bibliographic Details
Title: Social Support for International Students in Foreign Language Classroom Communities of Practice
Language: English
Authors: Kojima, Takuya
Source: IAFOR Journal of Education. 2020 8(3):25-40.
Availability: International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Peer Reviewed: Y
Page Count: 16
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Social Support Groups, Communities of Practice, Vignettes, Educational Benefits, Foreign Students, Japanese, Second Language Learning, Second Language Instruction, College Students, Foreign Countries, Well Being, Emotional Experience, Case Studies, Introductory Courses, Student Attitudes
Geographic Terms: Australia
ISSN: 2187-0594
Abstract: Drawing on communities of practice, this article considers social support for international students in Japanese as a foreign language classroom at an Australian university. Social support, which is a means of promoting well-being, is often set outside international students' day-to-day routines, especially outside classrooms in that academic support is a primary concern. Language education studies concerning student emotional experiences acknowledge that classrooms are venues for emotional turmoil and thus call for more attention on classrooms to better understand and support student learning. Yet, in-class social support has been under-discussed to date. This qualitative case study focused on four international students in an introductory Japanese course within a Japanese program community of practice and analyzed the data collected over a 13-week semester using a reflexive thematic analysis to write four vignettes. The vignettes highlight that the students felt stressed in their daily and academic lives, and built, gave, received, and benefited from social support in the classroom. The social support impacted not only their Japanese learning, but also their study for other subjects; that is, it enhanced their overall well-being as students. Exploring in-class social support using a community of practice perspective helped elucidate how educators can promote social support in foreign language classrooms. Further, it prompted us to reconsider what classrooms are for, and underlined the importance of paying attention to such support to enhance the well-being of international students who are likely to face challenges frequently.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1272502
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1272502
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1272502
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Social Support for International Students in Foreign Language Classroom Communities of Practice
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kojima%2C+Takuya%22">Kojima, Takuya</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22IAFOR+Journal+of+Education%22"><i>IAFOR Journal of Education</i></searchLink>. 2020 8(3):25-40.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2020
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Vignettes%22">Vignettes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Japanese%22">Japanese</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Experience%22">Emotional Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2187-0594
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Drawing on communities of practice, this article considers social support for international students in Japanese as a foreign language classroom at an Australian university. Social support, which is a means of promoting well-being, is often set outside international students' day-to-day routines, especially outside classrooms in that academic support is a primary concern. Language education studies concerning student emotional experiences acknowledge that classrooms are venues for emotional turmoil and thus call for more attention on classrooms to better understand and support student learning. Yet, in-class social support has been under-discussed to date. This qualitative case study focused on four international students in an introductory Japanese course within a Japanese program community of practice and analyzed the data collected over a 13-week semester using a reflexive thematic analysis to write four vignettes. The vignettes highlight that the students felt stressed in their daily and academic lives, and built, gave, received, and benefited from social support in the classroom. The social support impacted not only their Japanese learning, but also their study for other subjects; that is, it enhanced their overall well-being as students. Exploring in-class social support using a community of practice perspective helped elucidate how educators can promote social support in foreign language classrooms. Further, it prompted us to reconsider what classrooms are for, and underlined the importance of paying attention to such support to enhance the well-being of international students who are likely to face challenges frequently.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2020
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1272502
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1272502
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 25
    Subjects:
      – SubjectFull: Social Support Groups
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Vignettes
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Japanese
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Emotional Experience
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Social Support for International Students in Foreign Language Classroom Communities of Practice
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kojima, Takuya
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-electronic
              Value: 2187-0594
          Numbering:
            – Type: volume
              Value: 8
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: IAFOR Journal of Education
              Type: main
ResultId 1