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Making visible ‘hidden’ intentions and potential choices: international students in intercultural communication

Tran, Ly Thi 2009, Making visible ‘hidden’ intentions and potential choices: international students in intercultural communication, Language and intercultural communication, vol. 9, no. 4, pp. 271-284, doi: 10.1080/14708470902807693.

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Title Making visible ‘hidden’ intentions and potential choices: international students in intercultural communication
Author(s) Tran, Ly ThiORCID iD for Tran, Ly Thi orcid.org/0000-0001-6543-6559
Journal name Language and intercultural communication
Volume number 9
Issue number 4
Start page 271
End page 284
Total pages 14
Publisher Routledge
Place of publication London, England
Publication date 2009-11
ISSN 1470-8477
1747-759X
Keyword(s) academic writing
intercultural communication
international students
Summary The study reported in this paper examines the experiences of Chinese and Vietnamese international students in engaging in their institutional written discourse at an Australian university. The study highlights the significance of exploring the real accounts of the students as the ‘insiders’ and uncovering students’ individual potential choices and intentions as their ‘seemingly unrecognized’ values in producing their own texts in English as a second language. In particular, based on international students’ reflection on their intentions and potential choices in academic practices, the study signals how the taken-for-granted institutional conventions may contribute to silencing or marginalizing the possibilities for alternative approaches to knowledge and communication within the higher education institutional context.
Language eng
DOI 10.1080/14708470902807693
Field of Research 130302 Comparative and Cross-Cultural Education
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1.1 Refereed article in a scholarly journal
HERDC collection year 2009
Copyright notice ©2009, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30055903

Document type: Journal Article
Collection: School of Education
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Citation counts: TR Web of Science Citation Count  Cited 7 times in TR Web of Science
Scopus Citation Count Cited 9 times in Scopus
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Created: Thu, 12 Sep 2013, 12:15:06 EST by Kylie Koulkoudinas

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