Movement and loss: progression in tertiary education for migrant students
Movement and loss: progression in tertiary education for migrant students
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流动与流失：流动学生高等教育的进步
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
M. Cooke
中科院分区：
文献类型：
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作者：
J. Simpson;M. Cooke
这篇文章是关于继续教育和高等教育的进展移民到英国谁是非标准英语的用户。焦点是Tobi的挣扎，Tobi是第一代尼日利亚移民学生。Tobi的故事描述了他必须克服当地的障碍才能进入他想要学习的课程，无论是在他正在学习的学院还是在他想要进入的当地大学。这些障碍包括对学术英语的掌握和对读写能力的评估。托比希望沿着教育轨迹“向上”发展的愿望与他“向下”发展的实际经历形成了对比。高等教育的广泛参与和分层与影响Tobi经历的其他过程和结构有关：移民、社会阶级和资本、语言和语言意识形态以及学术素养。托比的轨迹也体现了他自己的语言使用和他所期望的英语多样性之间的紧张关系。我们以学术素养模型的讨论结束了这篇论文，这可能为解决Tobi和他的老师所面临的教学挑战提供一个起点。
This article is about progression in further and higher education for migrants to the United Kingdom who are users of non-standard varieties of English. The focus is on the struggles of Tobi, a first-generation migrant Nigerian student. Tobi's story describes the local barriers he must navigate in order to gain access to the courses he wishes to follow, both at the college where he is studying and at the local university to which he wishes to progress. These barriers include mastery of academic English and assessments of literacy. The contrast is drawn out between Tobi's aspirations to progress ‘up’ along an educational trajectory, and his actual experience of moving ‘downwards’. Widening participation and the stratification of higher education are seen in relation to other processes and structures that impact on Tobi's experience: migration, social class and capital, language and language ideologies, and academic literacy. Tobi's trajectory also exemplifies the tension between his own language use and the variety of English he is expected to orient towards. We end the paper with a discussion of models of academic literacy, which may provide a starting point for addressing the pedagogic challenges faced by Tobi and his teachers.