Tim Anderson | University of Victoria (original) (raw)
Books by Tim Anderson
This book represents the commitment of many people to understanding the fascinating process of le... more This book represents the commitment of many people to understanding the fascinating process of learning and using Chinese as an additional language. Here we would like to acknowledge some of the people and institutions that have supported our work and also clarify some of our choices or conventions in the text with respect to our use of Chinese orthography and references to Mandarin and to different Chinese-speaking regions.
Articles by Tim Anderson
This article describes a large-scale analysis of dissertation macrostructures in the Faculties of... more This article describes a large-scale analysis of dissertation macrostructures in the Faculties of Education at five major Canadian research universities. We draw on van Dijk (1980) and Paltridge (2002) in categorizing the global organizational patterns of 1,373 PhD disserta- tions and cross reference these patterns with each study’s research perspective. Although prior research has addressed thesis and dissertation writing by drawing on ESP and EAP perspectives, the majority of these studies have focused on individual sections within the larger dissertation text, while little work has considered the macrostructures of these texts, with some notable exceptions (e.g., Paltridge, 2002; Paltridge & Starfield, 2007, 2020; Paltridge, Starfield, Ravelli, & Tuckwell, 2012; Thompson, 1999). No study to date, however, has analyzed the breadth of dissertation macrostructures covered in this project. This research therefore occupies an important space in describing current trends in dissertation writing and research approaches in contemporary educational research from five large English-medium Canadian universities. In so doing, we highlight not only the variety in dissertation writing and doctoral research but, more specifically, the emergence of two new hybrid dissertation macrostructures.
This study examined the role of written feedback in the academic discourse socialization of secon... more This study examined the role of written feedback in the academic discourse socialization of second language doctoral students at a Canadian research university. Using a second language socialization framework, and fore- grounding the sociocultural and interactional contexts of language learning and use, this article considers written feedback to be a form of social practice that socializes students and discursively positions them into a range of identity categories, academic discourse practices, and commu- nities. Data sources include interviews, student-produced narratives, and written feedback artifacts. The analysis focuses on the students’ interpreta- tions of, responses to, and stated preferences and dispreference towards the feedback they received. Findings reveal that feedback played a formative role in their broader socialization and contributed to the co- construction of academic identities and (in)access to preferred discourse practices in their departments and disciplines.
This paper draws on a diverse selection of primary and secondary sources highlighting recent tren... more This paper draws on a diverse selection of primary and secondary sources highlighting recent trends in international and refugee university student enrollments, participation, and outcomes in Canadian universities. Several key issues emerged through the analysis. First, refugee students and children of refugees have amongst the lowest participation and graduation rates in Canadian universities, due largely to language and literacy barriers and their status as first-generation postsecondary students (i.e., students whose parents did not attend postsecondary education). Second, although almost 60% of domestic university students are now female, international and refugee student enrollments remain male dominated. These disparities indicate that broader structural and sociocultural issues that impact university participation for members of certain groups and communities remain factors in university participation and completion. Implications for policy and practice conclude the paper. Résumé Cet article se fonde sur une sélection diverse de sources primaires et secondaires pour décrire et contextualiser les tendances récentes quant aux inscriptions, à la participation et aux résultats des étudiants internationaux et réfugiés dans les universités canadiennes. Plusieurs problèmes clés émergent, tels que le fait que les étudiants réfugiés et les enfants de réfugiés présentent la participation et les taux d'obtention de diplômes les plus bas des universités canadiennes, ceci étant largement dû aux barrières de langue et de littératie ainsi qu'à leur statut d'étudiants universitaires de première génération (c'est-à-dire, des étudiants dont les parents n'ont pas étudié dans un établissement postsecondaire). De plus, bien que près de 60 % des étudiants du pays soient de sexe féminin, les étudiants internationaux et réfugiés inscrits restent majoritairement masculins. Ces disparités indiquent que des problèmes structurels et socioculturels plus vastes ayant un impact sur la participation universitaire pour les membres de certains groupes restent un facteur de participation et de résultats universitaires, et que ces disparités sont renforcées par les pratiques de recrutement et d'inscription des universités canadiennes. Cet article se conclut par les implications quant aux politiques et aux pratiques.
This paper draws on autoethnographical insights and genre analysis in offering an introductory gu... more This paper draws on autoethnographical insights and genre analysis in offering an introductory guide for writing a manuscript-style master's level thesis or doctoral dissertation in TESOL and Applied Linguistics fields. We report on our own recent experiences writing, defending, and preparing for publication from our own manuscript-style dissertations during and following our doctoral study, both conducted at the same major Canadian research university. While other work in TESOL and Applied Linguistics areas have addressed the manuscript-style format amidst more general discussions of thesis and dissertation writing (e.g., Paltridge, 2002; Paltridge & Starfield; 2007), this article concentrates specifically on the unique characteristics of this dissertation structure and the genre-features, processes, and considerations around planning, composing, presenting, and publishing in this format. The intended audience of this paper is primarily graduate students and supervisors in TESOL and Applied Linguistics, although other stakeholders involved in graduate-level writing across various disciplines can also benefit from our discussion. Our central goal in writing this article is therefore to provide an introductory discussion regarding the nuances inherent in this format of dissertation compared to other traditional monograph forms.
Postsecondary institutions in the global north have rapidly internationalized driven mainly by th... more Postsecondary institutions in the global north have rapidly internationalized driven mainly by the proliferation of international students and responses to these changing demographics. This internationalization has captured attention across various platforms, including increased media focus directed towards these students and the primary and ancillary influences of their participation in PSIs and surrounding communities. The project explored in this paper examines this phenomenon by connecting internationalization of higher education research with insights from critical media studies and framing theory to investigate news media representations of international and refugee students’ participation in Canadian universities and colleges. A critical thematic analysis was performed on 391 news media texts published between 2000 and 2017. Findings reveal the Canadian news media’s tendency to construct issues related to international students and internationalization into one or a combination of four broad macrothemes: (1) Canada as benevolent and ideal; (2) international students and internationalization as commodified assets; (3) international students and internationalization as threats, and; (4) the strategic neutrality of data.
The writing center is a common form of academic writing support in Canadian and American universi... more The writing center is a common form of academic writing support in Canadian and American universities (Moussu & David, 2015). With its non-proofreading policy, some scholars have indicated the service may be less effective for international students who require more explicit assistance on surface-level features in their academic writing (Harris & Silva, 1993; Myers, 2003). However, these discussions often omit or insufficiently address international graduate students as a unique population (Phillips, 2013). To address this gap, this paper presents results from two complementary case studies involving the use of writing centers by three second language (L2) Chinese graduate students (two PhD and one master’s) at a research-intensive Canadian university. Drawing on a second language socialization theoretical framework (Duff, 2007; Zuengler & Cole, 2005), we examine the role of the university’s writing center in the participants’ enculturation into academic discourses, practices, identities, and communities. Data indicate that international graduate students spend considerable time and effort seeking out writing support to improve academic practices. Only the master’s student was able to make full use of the writing center tutorials due to her strategic socialization of the tutor. Implications are provided to minimize student burden and maximize specialized writing support for L2 graduate students.
Intersections between transnationalism, the internationalization of higher education, and applied... more Intersections between transnationalism, the internationalization of higher education, and applied linguistics continue to draw attention as the proliferation of academic mobility is increasingly influencing students, instructors, and universities globally. As one of the world’s major receiving countries of international postsecondary students, Canada, and its universities, has been similarly impacted. This article presents two informative and contrastive perspectives based on the experiences of two Chinese doctoral students at a large Canadian university. I focus particularly on the students’ national and transnational ideologies, identities, and future outlooks, and how these formative experiences and positionalities shaped their perspectives, goals, and motivations during their study abroad. This research demonstrates how the (transnational) identities of these two students were discursively and iteratively formed based on complex intersections of national and transnational discourses regarding the representations of overseas returnees and the students’ conceptions and co-constructions of the legitimate academic transnational and home. These discursive constructions and enactments in turn had an influential effect on their challenges, desires, and abilities to integrate into local academic discourses and communities.
This article examines the internal and external academic discourse socialization of seven Chinese... more This article examines the internal and external academic discourse socialization of seven Chinese PhD students at a large Canadian university. Through the use of interviews, participant-generated written narratives, and discussion of written feedback, this longitudinal multiple case study uncovered multiple and complex factors facilitating students’ socialization into local practices, discourses, and communities during their doctoral study. This article highlights the disciplinary role of internal and external socialization in mediating behaviours, affective stances, and (in)action, a process referred to as the doctoral gaze, conceptually drawn from Foucault's (1995) notion of panopticism. Students’ self- and other-mediated and directed forms of socialization comprised a recursive process where they learned to do being PhD students through the use of internal and external sources and resources. Their relative abilities to become active agents in the process, and effectively self- and other-socialize into practices, behaviours, and positionalities conducive to success, were key aspects in the broader socialization process.
The growing body of research on Chinese as an international (or "global") language examines lingu... more The growing body of research on Chinese as an international (or "global") language examines linguistic, psycholinguistic, social-psychological, and orthographic aspects of acquisition primarily. There has been relatively little critical discussion or analysis of the larger social context and discourses in which Chinese language education is embedded. However, recently sociocultural, discursive, and critical aspects of the teaching, learning, and use of Chinese as an additional language have begun to receive more attention. This study analyzes circulating discourses, ideologies, and tropes related to Chinese in news media, as one means by which information and perspectives are spread by media and by which public attitudes and policy decisions are (recursively) shaped or reproduced. To this end, a large sample of English-medium news reports of Chinese language education in three Anglophone countries was created and analyzed for the years 2004 to 2012.
This article explores the internationalization of Canadian universities, with a focus on the rise... more This article explores the internationalization of Canadian universities, with a focus on the rise of foreign postsecondary students in Canada, the economic impacts, and the various benefits, challenges, and adjustments that have been influenced by the continuing demographic shifts on Canadian campuses since 2000. Rooted in recent global and Canadian higher education international- ization trends, this paper suggests that accommodations for such shifts have not kept pace with the influx of culturally and linguistically diverse foreign students, whose population growth rate outpaces domestic university stu- dents’ by several times. I conclude with unresolved dilemmas that continue to pose challenges for Canadian universities, and with suggestions for manage- able supports to ensure the needs of students are responsibly balanced with the economic constraints of universities.
Book Chapters by Tim Anderson
Thesis by Tim Anderson
The internationalization of Canadian universities and the rising number of students who speak Eng... more The internationalization of Canadian universities and the rising number of students who speak English as an additional language have greatly influenced higher education in the country. A central component of this change involves the ways incoming students are able to negotiate the academic discourse practices, identities, ideologies, and communities that are essential for success. Against such a backdrop, this dissertation explores the academic discourse socialization of seven foreign Chinese PhD students in the faculties of arts and education at a major Canadian research university. This study draws on the theoretical frameworks and constructs of language socialization
The impact that corrective feedback (CF) has on second language (L2) writing has garnered signifi... more The impact that corrective feedback (CF) has on second language (L2) writing has garnered significant attention in the field of second language acquisition (SLA). The many varieties of written CF available mean that while there is comfort in the potential options, there is often confusion in the choice; teachers still struggle to implement the most effective method of responding to students' writing and students still struggle to effectively implement the feedback.
Book Reviews by Tim Anderson
![Research paper thumbnail of Anderson, T. (2014). [Review of the book Teaching and learning Chinese in global contexts: Multimodality and literacy in the new media age, by L. Tsung and K. Cruickshank (Eds.)]. International Multilingual Research Journal.](https://attachments.academia-assets.com/50427486/thumbnails/1.jpg)
](![Research paper thumbnail of Anderson, T. (2011). [Review of the book Learning Chinese, turning Chinese: Challenges to becoming sinophone in a globalized world, by E. McDonald]. Chinese Language and Discourse, 2(1).](https://attachments.academia-assets.com/50427487/thumbnails/1.jpg)
](Chinese Language and Discourse, 2011
Papers by Tim Anderson
The internationalization of Canadian universities and the rising number of students who speak Eng... more The internationalization of Canadian universities and the rising number of students who speak English as an additional language have greatly influenced higher education in the country. A central component of this change involves the ways incoming students are able to negotiate the academic discourse practices, identities, ideologies, and communities that are essential for success. Against such a backdrop, this dissertation explores the academic discourse socialization of seven foreign Chinese PhD students in the faculties of arts and education at a major Canadian research university. This study draws on the theoretical frameworks and constructs of language
Global Chinese, 2015
The growing body of research on Chinese as an international (or “global”) language examines lingu... more The growing body of research on Chinese as an international (or “global”) language examines linguistic, psycholinguistic, social-psychological, and orthographic aspects of acquisition primarily. There has been relatively little critical discussion or analysis of the larger social context and discourses in which Chinese language education is embedded. However, recently sociocultural, discursive, and critical aspects of the teaching, learning, and use of Chinese as an additional language have begun to receive more attention. This study analyzes circulating discourses, ideologies, and tropes related to Chinese in news media, as one means by which information and perspectives are spread by media and by which public attitudes and policy decisions are (recursively) shaped or reproduced. To this end, a large sample of English-medium news reports of Chinese language education in three Anglophone countries was created and analyzed for the years 2004 to 2012. The findings revealed that report...
This book represents the commitment of many people to understanding the fascinating process of le... more This book represents the commitment of many people to understanding the fascinating process of learning and using Chinese as an additional language. Here we would like to acknowledge some of the people and institutions that have supported our work and also clarify some of our choices or conventions in the text with respect to our use of Chinese orthography and references to Mandarin and to different Chinese-speaking regions.
This article describes a large-scale analysis of dissertation macrostructures in the Faculties of... more This article describes a large-scale analysis of dissertation macrostructures in the Faculties of Education at five major Canadian research universities. We draw on van Dijk (1980) and Paltridge (2002) in categorizing the global organizational patterns of 1,373 PhD disserta- tions and cross reference these patterns with each study’s research perspective. Although prior research has addressed thesis and dissertation writing by drawing on ESP and EAP perspectives, the majority of these studies have focused on individual sections within the larger dissertation text, while little work has considered the macrostructures of these texts, with some notable exceptions (e.g., Paltridge, 2002; Paltridge & Starfield, 2007, 2020; Paltridge, Starfield, Ravelli, & Tuckwell, 2012; Thompson, 1999). No study to date, however, has analyzed the breadth of dissertation macrostructures covered in this project. This research therefore occupies an important space in describing current trends in dissertation writing and research approaches in contemporary educational research from five large English-medium Canadian universities. In so doing, we highlight not only the variety in dissertation writing and doctoral research but, more specifically, the emergence of two new hybrid dissertation macrostructures.
This study examined the role of written feedback in the academic discourse socialization of secon... more This study examined the role of written feedback in the academic discourse socialization of second language doctoral students at a Canadian research university. Using a second language socialization framework, and fore- grounding the sociocultural and interactional contexts of language learning and use, this article considers written feedback to be a form of social practice that socializes students and discursively positions them into a range of identity categories, academic discourse practices, and commu- nities. Data sources include interviews, student-produced narratives, and written feedback artifacts. The analysis focuses on the students’ interpreta- tions of, responses to, and stated preferences and dispreference towards the feedback they received. Findings reveal that feedback played a formative role in their broader socialization and contributed to the co- construction of academic identities and (in)access to preferred discourse practices in their departments and disciplines.
This paper draws on a diverse selection of primary and secondary sources highlighting recent tren... more This paper draws on a diverse selection of primary and secondary sources highlighting recent trends in international and refugee university student enrollments, participation, and outcomes in Canadian universities. Several key issues emerged through the analysis. First, refugee students and children of refugees have amongst the lowest participation and graduation rates in Canadian universities, due largely to language and literacy barriers and their status as first-generation postsecondary students (i.e., students whose parents did not attend postsecondary education). Second, although almost 60% of domestic university students are now female, international and refugee student enrollments remain male dominated. These disparities indicate that broader structural and sociocultural issues that impact university participation for members of certain groups and communities remain factors in university participation and completion. Implications for policy and practice conclude the paper. Résumé Cet article se fonde sur une sélection diverse de sources primaires et secondaires pour décrire et contextualiser les tendances récentes quant aux inscriptions, à la participation et aux résultats des étudiants internationaux et réfugiés dans les universités canadiennes. Plusieurs problèmes clés émergent, tels que le fait que les étudiants réfugiés et les enfants de réfugiés présentent la participation et les taux d'obtention de diplômes les plus bas des universités canadiennes, ceci étant largement dû aux barrières de langue et de littératie ainsi qu'à leur statut d'étudiants universitaires de première génération (c'est-à-dire, des étudiants dont les parents n'ont pas étudié dans un établissement postsecondaire). De plus, bien que près de 60 % des étudiants du pays soient de sexe féminin, les étudiants internationaux et réfugiés inscrits restent majoritairement masculins. Ces disparités indiquent que des problèmes structurels et socioculturels plus vastes ayant un impact sur la participation universitaire pour les membres de certains groupes restent un facteur de participation et de résultats universitaires, et que ces disparités sont renforcées par les pratiques de recrutement et d'inscription des universités canadiennes. Cet article se conclut par les implications quant aux politiques et aux pratiques.
This paper draws on autoethnographical insights and genre analysis in offering an introductory gu... more This paper draws on autoethnographical insights and genre analysis in offering an introductory guide for writing a manuscript-style master's level thesis or doctoral dissertation in TESOL and Applied Linguistics fields. We report on our own recent experiences writing, defending, and preparing for publication from our own manuscript-style dissertations during and following our doctoral study, both conducted at the same major Canadian research university. While other work in TESOL and Applied Linguistics areas have addressed the manuscript-style format amidst more general discussions of thesis and dissertation writing (e.g., Paltridge, 2002; Paltridge & Starfield; 2007), this article concentrates specifically on the unique characteristics of this dissertation structure and the genre-features, processes, and considerations around planning, composing, presenting, and publishing in this format. The intended audience of this paper is primarily graduate students and supervisors in TESOL and Applied Linguistics, although other stakeholders involved in graduate-level writing across various disciplines can also benefit from our discussion. Our central goal in writing this article is therefore to provide an introductory discussion regarding the nuances inherent in this format of dissertation compared to other traditional monograph forms.
Postsecondary institutions in the global north have rapidly internationalized driven mainly by th... more Postsecondary institutions in the global north have rapidly internationalized driven mainly by the proliferation of international students and responses to these changing demographics. This internationalization has captured attention across various platforms, including increased media focus directed towards these students and the primary and ancillary influences of their participation in PSIs and surrounding communities. The project explored in this paper examines this phenomenon by connecting internationalization of higher education research with insights from critical media studies and framing theory to investigate news media representations of international and refugee students’ participation in Canadian universities and colleges. A critical thematic analysis was performed on 391 news media texts published between 2000 and 2017. Findings reveal the Canadian news media’s tendency to construct issues related to international students and internationalization into one or a combination of four broad macrothemes: (1) Canada as benevolent and ideal; (2) international students and internationalization as commodified assets; (3) international students and internationalization as threats, and; (4) the strategic neutrality of data.
The writing center is a common form of academic writing support in Canadian and American universi... more The writing center is a common form of academic writing support in Canadian and American universities (Moussu & David, 2015). With its non-proofreading policy, some scholars have indicated the service may be less effective for international students who require more explicit assistance on surface-level features in their academic writing (Harris & Silva, 1993; Myers, 2003). However, these discussions often omit or insufficiently address international graduate students as a unique population (Phillips, 2013). To address this gap, this paper presents results from two complementary case studies involving the use of writing centers by three second language (L2) Chinese graduate students (two PhD and one master’s) at a research-intensive Canadian university. Drawing on a second language socialization theoretical framework (Duff, 2007; Zuengler & Cole, 2005), we examine the role of the university’s writing center in the participants’ enculturation into academic discourses, practices, identities, and communities. Data indicate that international graduate students spend considerable time and effort seeking out writing support to improve academic practices. Only the master’s student was able to make full use of the writing center tutorials due to her strategic socialization of the tutor. Implications are provided to minimize student burden and maximize specialized writing support for L2 graduate students.
Intersections between transnationalism, the internationalization of higher education, and applied... more Intersections between transnationalism, the internationalization of higher education, and applied linguistics continue to draw attention as the proliferation of academic mobility is increasingly influencing students, instructors, and universities globally. As one of the world’s major receiving countries of international postsecondary students, Canada, and its universities, has been similarly impacted. This article presents two informative and contrastive perspectives based on the experiences of two Chinese doctoral students at a large Canadian university. I focus particularly on the students’ national and transnational ideologies, identities, and future outlooks, and how these formative experiences and positionalities shaped their perspectives, goals, and motivations during their study abroad. This research demonstrates how the (transnational) identities of these two students were discursively and iteratively formed based on complex intersections of national and transnational discourses regarding the representations of overseas returnees and the students’ conceptions and co-constructions of the legitimate academic transnational and home. These discursive constructions and enactments in turn had an influential effect on their challenges, desires, and abilities to integrate into local academic discourses and communities.
This article examines the internal and external academic discourse socialization of seven Chinese... more This article examines the internal and external academic discourse socialization of seven Chinese PhD students at a large Canadian university. Through the use of interviews, participant-generated written narratives, and discussion of written feedback, this longitudinal multiple case study uncovered multiple and complex factors facilitating students’ socialization into local practices, discourses, and communities during their doctoral study. This article highlights the disciplinary role of internal and external socialization in mediating behaviours, affective stances, and (in)action, a process referred to as the doctoral gaze, conceptually drawn from Foucault's (1995) notion of panopticism. Students’ self- and other-mediated and directed forms of socialization comprised a recursive process where they learned to do being PhD students through the use of internal and external sources and resources. Their relative abilities to become active agents in the process, and effectively self- and other-socialize into practices, behaviours, and positionalities conducive to success, were key aspects in the broader socialization process.
The growing body of research on Chinese as an international (or "global") language examines lingu... more The growing body of research on Chinese as an international (or "global") language examines linguistic, psycholinguistic, social-psychological, and orthographic aspects of acquisition primarily. There has been relatively little critical discussion or analysis of the larger social context and discourses in which Chinese language education is embedded. However, recently sociocultural, discursive, and critical aspects of the teaching, learning, and use of Chinese as an additional language have begun to receive more attention. This study analyzes circulating discourses, ideologies, and tropes related to Chinese in news media, as one means by which information and perspectives are spread by media and by which public attitudes and policy decisions are (recursively) shaped or reproduced. To this end, a large sample of English-medium news reports of Chinese language education in three Anglophone countries was created and analyzed for the years 2004 to 2012.
This article explores the internationalization of Canadian universities, with a focus on the rise... more This article explores the internationalization of Canadian universities, with a focus on the rise of foreign postsecondary students in Canada, the economic impacts, and the various benefits, challenges, and adjustments that have been influenced by the continuing demographic shifts on Canadian campuses since 2000. Rooted in recent global and Canadian higher education international- ization trends, this paper suggests that accommodations for such shifts have not kept pace with the influx of culturally and linguistically diverse foreign students, whose population growth rate outpaces domestic university stu- dents’ by several times. I conclude with unresolved dilemmas that continue to pose challenges for Canadian universities, and with suggestions for manage- able supports to ensure the needs of students are responsibly balanced with the economic constraints of universities.
The internationalization of Canadian universities and the rising number of students who speak Eng... more The internationalization of Canadian universities and the rising number of students who speak English as an additional language have greatly influenced higher education in the country. A central component of this change involves the ways incoming students are able to negotiate the academic discourse practices, identities, ideologies, and communities that are essential for success. Against such a backdrop, this dissertation explores the academic discourse socialization of seven foreign Chinese PhD students in the faculties of arts and education at a major Canadian research university. This study draws on the theoretical frameworks and constructs of language socialization
The impact that corrective feedback (CF) has on second language (L2) writing has garnered signifi... more The impact that corrective feedback (CF) has on second language (L2) writing has garnered significant attention in the field of second language acquisition (SLA). The many varieties of written CF available mean that while there is comfort in the potential options, there is often confusion in the choice; teachers still struggle to implement the most effective method of responding to students' writing and students still struggle to effectively implement the feedback.
Chinese Language and Discourse, 2011
The internationalization of Canadian universities and the rising number of students who speak Eng... more The internationalization of Canadian universities and the rising number of students who speak English as an additional language have greatly influenced higher education in the country. A central component of this change involves the ways incoming students are able to negotiate the academic discourse practices, identities, ideologies, and communities that are essential for success. Against such a backdrop, this dissertation explores the academic discourse socialization of seven foreign Chinese PhD students in the faculties of arts and education at a major Canadian research university. This study draws on the theoretical frameworks and constructs of language
Global Chinese, 2015
The growing body of research on Chinese as an international (or “global”) language examines lingu... more The growing body of research on Chinese as an international (or “global”) language examines linguistic, psycholinguistic, social-psychological, and orthographic aspects of acquisition primarily. There has been relatively little critical discussion or analysis of the larger social context and discourses in which Chinese language education is embedded. However, recently sociocultural, discursive, and critical aspects of the teaching, learning, and use of Chinese as an additional language have begun to receive more attention. This study analyzes circulating discourses, ideologies, and tropes related to Chinese in news media, as one means by which information and perspectives are spread by media and by which public attitudes and policy decisions are (recursively) shaped or reproduced. To this end, a large sample of English-medium news reports of Chinese language education in three Anglophone countries was created and analyzed for the years 2004 to 2012. The findings revealed that report...
Higher Education Research & Development, 2021
The unilocular radiolucencies remain the topic of much interest for the clinicians and histhopath... more The unilocular radiolucencies remain the topic of much interest for the clinicians and histhopathologists for decades. Adequate use of diagnostic aids and careful observation will clinically help the dentist to arrive at a proper diagnosis and renders quality treatment to patients. Despite of the development of various cross-sectional imaging modalities, the radiograph still remains as the first and most important investigation. Jaw bone lesions, especially unilocular ones, are difficult to diagnose radiologically because of their similar radiographic appearance. It is, thus, very important for the clinician to have a sound knowledge of various radiographic features of the tooth and its supporting structures.
Canadian Journal of Higher Education, 2015
This article explores the internationalization of Canadian universities, with a focus on the rise... more This article explores the internationalization of Canadian universities, with a focus on the rise of foreign postsecondary students in Canada, the economic impacts, and the various benefits, challenges, and adjustments that have been influenced by the continuing demographic shifts on Canadian campuses since 2000. Rooted in recent global and Canadian higher education internationalization trends, this paper suggests that accommodations for such shifts have not kept pace with the influx of culturally and linguistically diverse foreign students, whose population growth rate outpaces domestic university students’ by several times. I conclude with unresolved dilemmas that continue to pose challenges for Canadian universities, and with suggestions for manageable supports to ensure the needs of students are responsibly balanced with the economic constraints of universities.
Duff, P., Anderson, T., Doherty, L., & Wang, R. (2015). Representations of Chinese language learn... more Duff, P., Anderson, T., Doherty, L., & Wang, R. (2015). Representations of Chinese language learning in contemporary English-language news media: Hope, hype, and fear - 2015. Global Chinese, 1(1), 139–168
ABSTRACT
The growing body of research on Chinese as an international (or “global”) language examines linguistic, psycholinguistic, social-psychological, and orthographic aspects of acquisition primarily. There has been relatively little critical discussion or analysis of the larger social context and discourses in which Chinese language education is embedded. However, recently sociocultural, discursive, and critical aspects of the teaching, learning, and use of Chinese as an additional language have begun to receive more attention. This study analyzes circulating discourses, ideologies, and tropes related to Chinese in news media, as one means by which information and perspectives are spread by media and by which public attitudes and policy decisions are (recursively) shaped or reproduced. To this end, a large sample of English-medium news reports of Chinese language education in three Anglophone countries was created and analyzed
for the years 2004 to 2012. The findings revealed that reports dealing with Chinese education tended to fall into one of several major tropes, which we have roughly classified as “hope,” “hype,” and “fear,” distinctions that parallel existing models of cyclical or amplified media coverage of innovations or otherwise newsworthy events. The sociopolitically and socioeconomically motivated occurrence of these tropes in the media, combined with the novelty of the Chinese language itself, a historically less frequently taught language in comparison with various European languages, constituted a consistent and recurring narrative. Thus, the shifting representations of Chinese learning in the media tended to appear as corollaries or “side stories” servicing the needs of larger geopolitical events and perceived or desired changes in public sentiment. These trends and their significance are illustrated and discussed in relation to Global Chinese.
Duff, P. & Anderson, T. (2016). In JD Brown & C. Coombs (Eds.), The Cambridge guide to research i... more Duff, P. & Anderson, T. (2016). In JD Brown & C. Coombs (Eds.), The Cambridge guide to research in language teaching and learning (pp. 112-118). Cambridge, UK: Cambridge University Press.
Duff, P., & Anderson, T. (2015). In N. Markee (Ed.), Handbook of classroom discourse and interact... more Duff, P., & Anderson, T. (2015). In N. Markee (Ed.), Handbook of classroom discourse and interaction (pp. 337-352). Oxford: Wiley-Blackwell.