Tamara Roose (California State University, San Bernardino, USA)
Abstract
Unlike linguistic differences, cultural differences and how they might impact reading often go unnoticed. Educators and students may not easily recognize or articulate when reading issues occur and identify intercultural dynamics at play. To address these gaps, I explored in this multiple case study rooted in an intercultural rhetoric framework (Connor, 2011) the academic reading practices and perspectives of four international graduate students from diverse linguistic backgrounds studying in an Education program in the U.S. I collected reading surveys, artifacts, stimulated recall, letters of advice, and semi-structured interviews, and I analyzed the data using grounded theory and emotive coding (Kleres, 2011). My findings revealed that participants navigated complex intercultural differences beyond the texts as they negotiated different cultural norms for engaging with them, such as expectations for critical reading and talking about texts. I draw pedagogical implications for educators and students from the participants’ agentive and innovative ways of situating themselves as authoritative readers.
References
Connor, U. (2011). Intercultural rhetoric in the writing classroom. University of Michigan Press.
Kleres, J. (2011). Emotions and narrative analysis: A methodological approach. Journal for the
Theory of Social Behaviour, 41(2), 182-202. https://doi.org/10.1111/j.1468-5914.2010.00451.x
Research (In person; 25 minutes)
Reading
Primarily of interest to teachers of university students
About the Presenter
Tamara Roose is an assistant professor in the graduate TESOL program at California State University, San Bernardino. She completed a PhD in teaching and learning with a specialization in foreign, second, and multilingual language education from The Ohio State University. Her research interests are centered on language teacher education and second language reading and writing. Email: tamara.roose@csusb.edu
