Language (in)competency, communication strategies, and the development of an international academic teacher identity: becoming an audible minority

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dc.contributor.authorMcAllum K
dc.date.accessioned2024-09-17T22:06:15Z
dc.date.available2024-09-17T22:06:15Z
dc.date.issued2017
dc.description.abstractDespite universities’ enthusiasm for internationalization, international academic mobility requires considerable institutional and cultural adjustment in terms of teaching and supervision styles, research expectations, and departmental relationships. Although language competency underpins these practices, research on international academics has neglected the impact of language proficiency on professional identity. This article uses autoethnography to document conversations about language ability during my first two years as an academic in a French-language university. My responses to language-related comments evolved over time, reflecting how I positioned myself as a linguistic–or audible–minority, vis-à-vis the linguistic majority. Using cultural phenomenology, the findings highlight the interactional, unstable nature of international academic identities and the importance of positive collective support for international academics who shift from majority to minority linguistic status.
dc.identifier.citationMcAllum K (2017). Language (in)competency, communication strategies, and the development of an international academic teacher identity: becoming an audible minority. Higher Education Research and Development. 36(4). 763-776.
dc.identifier.doihttp://doi.org/10.1080/07294360.2016.1239614
dc.identifier.issn0729-4360
dc.identifier.issn1469-8366
dc.identifier.urihttps://hdl.handle.net/10092/107560
dc.languageen
dc.publisherInforma UK Limited
dc.rightsAll rights reserved unless otherwise stated
dc.rights.urihttp://hdl.handle.net/10092/17651
dc.subjectinternational academics
dc.subjectacademic identity
dc.subjectlanguage competency
dc.subjectautoethnography
dc.subjectcultural phenomenology
dc.subject.anzsrc39 - Education::3903 - Education systems::390307 - Teacher education and professional development of educators
dc.subject.anzsrc39 - Education::3903 - Education systems::390303 - Higher education
dc.subject.anzsrc39 - Education::3904 - Specialist studies in education::390401 - Comparative and cross-cultural education
dc.subject.anzsrc39 - Education::3904 - Specialist studies in education::390403 - Educational administration, management and leadership
dc.titleLanguage (in)competency, communication strategies, and the development of an international academic teacher identity: becoming an audible minority
dc.typeJournal Article
uc.collegeFaculty of Arts
uc.departmentLanguage, Social and Political Sciences
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