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First Year in a Multilingual University

Double Transitions

  • Book
  • © 2021

Overview

Authors:
  1. Feng Ding

    1. Guangdong University of Foreign Studies, Guangzhou, China

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  • Provides a qualitative and longitudinal study on the school–university transition
  • Focuses on a group of students who experienced the school–university transition and cross-border transition simultaneously
  • Fills an essential gap in the field of autonomy to help explore students’ long-term development of autonomy

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Table of contents (9 chapters)

  1. Front Matter

    Pages i-xxi
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  2. Introduction

    • Feng Ding
    Pages 1-4

  3. Transition and Autonomy

    • Feng Ding
    Pages 5-30

  4. Methodology: Multiple-Case Qualitative Study

    • Feng Ding
    Pages 31-53

  5. Profile of the Participants

    • Feng Ding
    Pages 55-73

  6. Becoming More Independent in Life

    • Feng Ding
    Pages 75-104

  7. Becoming More Independent in Academic Learning

    • Feng Ding
    Pages 105-125

  8. Becoming More Independent in a Multilingual Context

    • Feng Ding
    Pages 127-153

  9. Discussion

    • Feng Ding
    Pages 155-173

  10. Conclusion

    • Feng Ding
    Pages 175-182

  11. Back Matter

    Pages 183-197
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Keywords

About this book

Although both school–university transitions and cross-border transitions have been widely explored, comparatively little research has been conducted on those students who undergo both transitions at the same time. This book reports on a longitudinal qualitative study investigating the major issues faced by nine Mainland Chinese students during their first year at a Hong Kong university from the perspective of learner autonomy. It argues that the school–university transition is especially challenging for students going through a cross-border transition at the same time, which usually involves a linguistic and cultural adjustment, and challenges their autonomy in three domains: managing their personal lives; academic learning; and English learning.
Adopting the perspective of autonomy enables us to better understand student transitions so that more appropriate support can be provided for this group. Given its scope, the book offers a valuable asset for educators at both the secondary and post-secondary levels, and underscores the need to help students bridge the gap between school and university, and thus advance along the continuum of autonomy more smoothly. It also has practical implications for students who are studying or intend to study abroad.

Authors and Affiliations

  • Guangdong University of Foreign Studies, Guangzhou, China

    Feng Ding

About the author

Feng Ding has been teaching English in China for nearly 30 years, and holds an MA in Linguistics and Applied Linguistics, an MA in TESOL and a Ph.D in English Education. She has predominantly taught comprehensive English for first-year and second-year English majors, in the course of which she has developed a kin interest in the whole-person development of first-year university students beyond their English skills. Once an overseas student herself, she is also passionate about the experiences of international students. During her Ph.D studies, she conducted an in-depth investigation of a group of Mainland Chinese students who did their first degree at a Hong Kong university.

Bibliographic Information

  • Book Title: First Year in a Multilingual University

  • Book Subtitle: Double Transitions

  • Authors: Feng Ding

  • DOI: https://doi.org/10.1007/978-981-16-0796-7

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Singapore Pte Ltd. 2021

  • Hardcover ISBN: 978-981-16-0795-0Published: 01 July 2021

  • Softcover ISBN: 978-981-16-0798-1Published: 02 July 2022

  • eBook ISBN: 978-981-16-0796-7Published: 30 June 2021

  • Edition Number: 1

  • Number of Pages: XXI, 197

  • Number of Illustrations: 14 b/w illustrations

  • Topics: International and Comparative Education, Higher Education, Language Education

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