socialization refers to a process through which students learn about the conventions and
practic... more socialization refers to a process through which students learn about the conventions and
practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the
interactions of the participant teachers with their peers and instructors as well as their engagement with academic
texts. This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate
program in Iran through oral discourse practices including small-group discussions and debates after
microteachings over the first year of the program. It explores how the student teachers are initiated further into
the values and practices of their EFL discourse community through collegial interactions with their peers. The
active participation of the participant teachers in discourse socialization practices facilitated learning in a
collaborative learning community. The participants shared their personal practical experiences, scaffolded their
peers and engaged with assigned academic texts. Designing professional training programs that are likely to
contribute to collegial interaction can be of great importance in teacher education programs.
This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate... more This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate program in Iran through oral discourse practices over the first year of the program. It explores how the professional identity of the in-service teachers is affected by the socialization process, their prior histories and contextual factors. It concludes that dialogical interactions through oral discourse practices are likely to result in re-consideration of their prior professional identity. The paper is likely to make a contribution to our understanding of professional identity construction of EFL teachers in graduate programs as far as academic oral discourse practices are concerned.
Oral academic discourse Based on context-oriented theories and socio-cultural perspectives of wri... more Oral academic discourse Based on context-oriented theories and socio-cultural perspectives of writing, academic activities and educational settings are shaped by their surrounding social and cultural environments. A newcomer, as stated by the concept of legitimate peripheral participation proposed by Lave & Wenger (1991), is integrated into a community through active participation based on underlying dynamics and sociopolitical structure of a social setting. The graduate students who have been brought up in an EFL academic environment with its own ecological attributes face difficulties trying to be responsive to new challenging demands in an ESL educational context. A limited number of qualitative case studies have been done focusing on the initial participation of novice graduate learners in academic settings. This study investigates the perceptions of some graduate students raised in an EFL environment towards their initial participation in their communities of practice while dealing with difficulties of writing a research paper in an ESL educational context .In-person interviews were carried out with a number of first year doctoral humanities students from various disciplines at a university in Malaysia. The results showed novice students failed to perform effectively when writing their research papers due to initial disorientation. The need for more scaffolding for first-year post-graduate students through specifically-focused writing workshops and self-access writing centers is keenly felt so as to minimize their period of disorientation.
Disciplinary enculturation of doctoral students through non-formal education has received scarce ... more Disciplinary enculturation of doctoral students through non-formal education has received scarce attention in the extant literature. Informal interactions between doctoral students and their disciplinary communities can be considered as non-formal education influencing the enculturation process doctoral students undergo. However, the nature of the process can be based on epistemological differences underlying different fields of study. This paper intends to investigate the nature of informal interactions between doctoral students and their disciplinary communities in various fields through a qualitative multiple-case study. Data was obtained through individual interviews with six doctoral students across various fields at a public university in Malaysia. The findings of the study have both theoretical and practical implications for higher education as it may help administrators establish a liaison between formal and non-formal education through devising academic writing consultancy centers specific to each field of study. Enhancing doctoral programs in different fields can pave the way for experts and doctoral students sustain a lifelong learning through non-formal social networking. The study also offers recommendations for future studies on disciplinary enculturation and social networking of doctoral students during their doctoral candidacy and after their graduation.
socialization refers to a process through which students learn about the conventions and
practic... more socialization refers to a process through which students learn about the conventions and
practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the
interactions of the participant teachers with their peers and instructors as well as their engagement with academic
texts. This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate
program in Iran through oral discourse practices including small-group discussions and debates after
microteachings over the first year of the program. It explores how the student teachers are initiated further into
the values and practices of their EFL discourse community through collegial interactions with their peers. The
active participation of the participant teachers in discourse socialization practices facilitated learning in a
collaborative learning community. The participants shared their personal practical experiences, scaffolded their
peers and engaged with assigned academic texts. Designing professional training programs that are likely to
contribute to collegial interaction can be of great importance in teacher education programs.
This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate... more This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate program in Iran through oral discourse practices over the first year of the program. It explores how the professional identity of the in-service teachers is affected by the socialization process, their prior histories and contextual factors. It concludes that dialogical interactions through oral discourse practices are likely to result in re-consideration of their prior professional identity. The paper is likely to make a contribution to our understanding of professional identity construction of EFL teachers in graduate programs as far as academic oral discourse practices are concerned.
Oral academic discourse Based on context-oriented theories and socio-cultural perspectives of wri... more Oral academic discourse Based on context-oriented theories and socio-cultural perspectives of writing, academic activities and educational settings are shaped by their surrounding social and cultural environments. A newcomer, as stated by the concept of legitimate peripheral participation proposed by Lave & Wenger (1991), is integrated into a community through active participation based on underlying dynamics and sociopolitical structure of a social setting. The graduate students who have been brought up in an EFL academic environment with its own ecological attributes face difficulties trying to be responsive to new challenging demands in an ESL educational context. A limited number of qualitative case studies have been done focusing on the initial participation of novice graduate learners in academic settings. This study investigates the perceptions of some graduate students raised in an EFL environment towards their initial participation in their communities of practice while dealing with difficulties of writing a research paper in an ESL educational context .In-person interviews were carried out with a number of first year doctoral humanities students from various disciplines at a university in Malaysia. The results showed novice students failed to perform effectively when writing their research papers due to initial disorientation. The need for more scaffolding for first-year post-graduate students through specifically-focused writing workshops and self-access writing centers is keenly felt so as to minimize their period of disorientation.
Disciplinary enculturation of doctoral students through non-formal education has received scarce ... more Disciplinary enculturation of doctoral students through non-formal education has received scarce attention in the extant literature. Informal interactions between doctoral students and their disciplinary communities can be considered as non-formal education influencing the enculturation process doctoral students undergo. However, the nature of the process can be based on epistemological differences underlying different fields of study. This paper intends to investigate the nature of informal interactions between doctoral students and their disciplinary communities in various fields through a qualitative multiple-case study. Data was obtained through individual interviews with six doctoral students across various fields at a public university in Malaysia. The findings of the study have both theoretical and practical implications for higher education as it may help administrators establish a liaison between formal and non-formal education through devising academic writing consultancy centers specific to each field of study. Enhancing doctoral programs in different fields can pave the way for experts and doctoral students sustain a lifelong learning through non-formal social networking. The study also offers recommendations for future studies on disciplinary enculturation and social networking of doctoral students during their doctoral candidacy and after their graduation.
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practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the
interactions of the participant teachers with their peers and instructors as well as their engagement with academic
texts. This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate
program in Iran through oral discourse practices including small-group discussions and debates after
microteachings over the first year of the program. It explores how the student teachers are initiated further into
the values and practices of their EFL discourse community through collegial interactions with their peers. The
active participation of the participant teachers in discourse socialization practices facilitated learning in a
collaborative learning community. The participants shared their personal practical experiences, scaffolded their
peers and engaged with assigned academic texts. Designing professional training programs that are likely to
contribute to collegial interaction can be of great importance in teacher education programs.
activities and educational settings are shaped by their surrounding social and cultural
environments. A newcomer, as stated by the concept of legitimate peripheral participation
proposed by Lave & Wenger (1991), is integrated into a community through active
participation based on underlying dynamics and sociopolitical structure of a social setting.
The graduate students who have been brought up in an EFL academic environment with its
own ecological attributes face difficulties trying to be responsive to new challenging demands
in an ESL educational context. A limited number of qualitative case studies have been done
focusing on the initial participation of novice graduate learners in academic settings. This
study investigates the perceptions of some graduate students raised in an EFL environment
towards their initial participation in their communities of practice while dealing with
difficulties of writing a research paper in an ESL educational context .In-person interviews
were carried out with a number of first year doctoral humanities students from various
disciplines at a university in Malaysia. The results showed novice students failed to perform
effectively when writing their research papers due to initial disorientation. The need for more
scaffolding for first-year post-graduate students through specifically-focused writing
workshops and self-access writing centers is keenly felt so as to minimize their period of
disorientation.
practices of their disciplinary fields while doing academic spoken practices. In this study, it refers to the
interactions of the participant teachers with their peers and instructors as well as their engagement with academic
texts. This paper reports on academic discourse socialization of several EFL teachers in a TEFL graduate
program in Iran through oral discourse practices including small-group discussions and debates after
microteachings over the first year of the program. It explores how the student teachers are initiated further into
the values and practices of their EFL discourse community through collegial interactions with their peers. The
active participation of the participant teachers in discourse socialization practices facilitated learning in a
collaborative learning community. The participants shared their personal practical experiences, scaffolded their
peers and engaged with assigned academic texts. Designing professional training programs that are likely to
contribute to collegial interaction can be of great importance in teacher education programs.
activities and educational settings are shaped by their surrounding social and cultural
environments. A newcomer, as stated by the concept of legitimate peripheral participation
proposed by Lave & Wenger (1991), is integrated into a community through active
participation based on underlying dynamics and sociopolitical structure of a social setting.
The graduate students who have been brought up in an EFL academic environment with its
own ecological attributes face difficulties trying to be responsive to new challenging demands
in an ESL educational context. A limited number of qualitative case studies have been done
focusing on the initial participation of novice graduate learners in academic settings. This
study investigates the perceptions of some graduate students raised in an EFL environment
towards their initial participation in their communities of practice while dealing with
difficulties of writing a research paper in an ESL educational context .In-person interviews
were carried out with a number of first year doctoral humanities students from various
disciplines at a university in Malaysia. The results showed novice students failed to perform
effectively when writing their research papers due to initial disorientation. The need for more
scaffolding for first-year post-graduate students through specifically-focused writing
workshops and self-access writing centers is keenly felt so as to minimize their period of
disorientation.