ScholarWorks@숙명여자대학교

초록

This study examines how an international student adapts to new learning contexts and different academic literacies, which usually frustrate learning processes. This study’s three research questions focus on the influence of previous literacy practices, the influence of time and space, and students’ perceptions toward new literacy practices. A qualitative case study was employed. Over the course of one semester, several interviews were conducted and coded using Beach’s (1999) sociocultural concept of consequential transitions. This study found that the student experienced both lateral transitions and mediating transitions, showing progress in writing alongside tensions within literacy practices due to shifting learning contexts. In addition, there is also evidence of collateral and encompassing transitions through the participant’s perspective changes as a teacher or student, and through her adaptation to a new community of practices. This study raises questions as to what extent international students can transfer and use previous literacy practices in learning new literacy practices.

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