negotiating participation and identity in second language...

573TESOL QUARTERLY Vol 38 No 4 Winter 2004

Negotiating Participation andIdentity in Second LanguageAcademic CommunitiesNAOKO MORITAUniversity of British ColumbiaVancouver British Columbia Canada

This article reports on a qualitative multiple case study that exploredthe academic discourse socialization experiences of L2 learners in aCanadian university Grounded in the notion of ldquocommunity of prac-ticerdquo (Lave amp Wenger 1991 p 89) the study examined how L2 learnersnegotiated their participation and membership in their new L2 class-room communities particularly in open-ended class discussions Theparticipants included 6 female graduate students from Japan and 10 oftheir course instructors Student self-reports interviews and classroomobservations were collected over an entire academic year to provide anin-depth longitudinal analysis of the studentsrsquo perspectives about theirclass participation across the curriculum Three case studies illustratethat students faced a major challenge in negotiating competenceidentities and power relations which was necessary for them toparticipate and be recognized as legitimate and competent members oftheir classroom communities The students also attempted to shapetheir own learning and participation by exercising their personalagency and actively negotiating their positionalities which were locallyconstructed in a given classroom Implications for classroom practicesand future research are also discussed

Given the growing population of linguistically and culturally diversestudents in North American colleges and universities understand-

ing how these students participate in their new academic communitiesand acquire academic discourses in their second language (L2) hasbecome critical Thus this study closely examines L2 learnersrsquo perspec-tives about their participation in primarily oral activities in universitycontent courses As I demonstrate in this article the issue of L2participation and socialization is closely related to important issues suchas identity competence power access and agency (Duff 2002 Nortonamp Toohey 2002) By drawing on various sociocultural theories particularly

574 TESOL QUARTERLY

a community-of-practice (COP) perspective (Lave amp Wenger 1991 Wenger1998) I analyzed how a group of L2 students1 from Japan negotiatedtheir participation and membership in their new academic communitiesin a Canadian university A longitudinal and in-depth investigation of thestudentsrsquo inner voices revealed how they negotiated their identities andexercised their personal agency to take ownership of their learning

THE STUDY OF ACADEMIC SOCIALIZATION

To examine how L2 learners are socialized into academic discoursescholars in applied linguistics have taken a variety of theoretical andmethodological approaches This area of research has at least two majororientations One is a product-oriented approach that focuses on identi-fying what learners need to know to participate competently in a givenacademic community A common type of product-oriented research usesa needs-analysis survey to find out what kinds of academic tasks areassigned in various disciplines and what academic and language skills arerequired to successfully complete those tasks (eg Ferris 1998 Ferris ampTagg 1996a 1996b) Another product-oriented approach which hasbeen popular in English for academic purposes is genre-based research(Swales 1990) Many studies employing this approach have traditionallyattempted to identify the specific linguistic and rhetorical conventions ofa disciplinary community that newcomers including L2 learners needto master (eg Swales amp Feak 1994) These lines of research tend totreat disciplinary socialization although often implicitly as a one-wayassimilation into a relatively stable academic community with fixed rulesand conventions

The other approach which is process oriented asks how students aresocialized Scholars taking this approach investigate the situated orsocially and temporally constructed process by which newcomers be-come socialized into academic discourses at various levels of schooling(eg Belcher 1994 Casanave 1992 1995 Duff 2001 2002 Harklau1999 2000 Morita 2000 Prior 1998 Spack 1997 Toohey 2000) Usingprimarily qualitative research researchers have shown that academicsocialization is not simply a matter of acquiring pregiven knowledge and

1 In this study I use terms such as L2 learnerstudent L2 international student and nonnativeEnglish speaker to refer to individuals who study in a language other than their first in anacademic setting Although I am aware that I risk stigmatizing or essentializing theseindividuals I use these labels to highlight the fact that the students are simultaneously learninga second language and academic contentpractices I use the terms also because they arecommonly used not only in the literature but also at this studyrsquos research site However thedescriptions of the focal students and their classroom experiences show that they aremultidimensional complex social beings

NEGOTIATING PARTICIPATION IN SLA COMMUNITIES 575

sets of skills but involves a complex process of negotiating identitiescultures or power relations Some researchers also argue that a givenacademic community can have multiple changing and sometimescompeting discourses which can make newcomersrsquo socialization lesspredictable and less linear (Canagarajah 1999 Duff 2002 Harklau2000) Furthermore some argue that disciplinary socialization needs tobe viewed as a two-way negotiation rather than a unidirectional encul-turation (eg Casanave 1995 Prior 1998 Zamel 1997) Not only dolearners from diverse backgrounds negotiate academic discourses butdiscourse communities can change as newcomers join them

Although both product- and process-oriented approaches are impor-tant this study uses the latter approach It also attempts to address atleast two gaps in the existing literature First both product- and process-oriented research have tended to focus on written genres or traditionalliteracy skills and activities such as academic writing (eg Belcher ampBraine 1995 Silva amp Matsuda 2001 Swales amp Feak 1994 Zamel ampSpack 1998) In contrast L2 learnersrsquo socialization through primarilyoral activities such as discussions and presentations has received rela-tively limited attention An emergent line of qualitative research how-ever has documented a variety of challenges conflicts and tensions thatL2 learners may experience when participating in such activities inmainstream content classrooms (Duff 2001 2002 Leki 2001 Morita2000 Toohey 2000) Second L2 research has not reflected learnersrsquovoices In particular classroom interaction analysis (eg Spada amp Froumlhlich1995) has traditionally relied on observable classroom behavior whichthe researcher often analyzes based on a predefined coding schemewhile neglecting participantsrsquo views and intentions (Kumaravadivelu1999) Therefore such analysis yields limited knowledge about L2learnersrsquo perspectives especially those learners who may have littleobservable verbal behavior in the classroom In the meantime therelative silence of L2 minority students in the mainstream classroom hasstarted to receive some attention in the literature (Duff 2001 2002Goldstein Schecter amp Pon 2002 Losey 1997) These studies haverevealed the socially constructed nature of silence as well as its significancesuggesting the need to further explore this issue

THEORETICAL FRAMEWORK

This study is situated broadly following a recent trend in the appliedlinguistics literature that views language learning as a fundamentallysocial cultural and temporal activity It draws variously from threeresearch approaches within this trend namely language socialization(Duff 1995 Ochs 1988) activity theory and neo-Vygotskyan research

576 TESOL QUARTERLY

(Lantolf 2000) and critical discourse research (Canagarajah 1999Pennycook 2001) It is also informed by theoretical perspectives that usecommunity-based metaphors to describe language-mediated social prac-tices including academic practices (eg Bizzell 1992 Eckert ampMcConnell-Ginet 1998 Lave amp Wenger 1991 Prior 1998) Theseperspectives assume that learning and socialization entail a process ofgaining competence and membership in a discourse community Al-though different assumptions exist about the notions of discourse anddiscourse community I follow the perspectives that consider a discoursecommunity as open conflictual and dynamic rather than autonomouscoherent or static (Prior 1998) Central to this studyrsquos theoretical andanalytical framework is the concept of COP (Lave amp Wenger 1991Wenger 1998)

Lave and Wengerrsquos model has been useful for interpreting a widerange of L2 learning situations such as group projects in universitycourses (Leki 2001) Grade 1 classroom practices (Toohey 1998)academic writing for scholarly publication (Casanave 1998 Flowerdew2000) relationships between graduate student and adviser (Belcher1994) and immigrant womenrsquos language learning practices (Norton2001) Lave and Wenger view learning as a socially situated process bywhich newcomers gradually move toward fuller participation in a givencommunityrsquos activities by interacting with more experienced communitymembersmdasha process called legitimate peripheral participation (LPP) Inlight of this framework the present study understands academic dis-course socialization as a process by which newcomers including L2students become increasingly competent in academic ways of knowingspeaking and writing as they participate peripherally and legitimately inacademic practices

According to Wenger (1998) peripherality and legitimacy are neces-sary to make newcomersrsquo actual participation possible Peripherality is apositive term that suggests ldquoan opening a way of gaining access tosources for understanding through growing involvementrdquo (Lave ampWenger 1991 p 37) The term also indicates that individuals can belongin a COP in multiple ways not just at the core or the margin and thatindividualsrsquo positions within a COP can change over time Wenger(1998) has discussed the concept of legitimacy

In order to be on an inbound trajectory newcomers must be granted enoughlegitimacy to be treated as potential members Only with legitimacy can alltheir inevitable stumblings and violations become opportunities for learningrather than cause for dismissal neglect or exclusion (p 101)

Thus a certain level of legitimacy is essential for learning However as Ireport in this article different learners may be granted different degrees


of legitimacy depending on how a given COP organizes social relationsof power (see Leki 2001)

Lave and Wenger (1991) contend that LPP is never a matter of peace-ful transmission and assimilation but a conflictual process of negotiationand transformation because legitimate peripherality is always implicatedin social structures involving power relations ldquoHegemony over resourcesfor learning and alienation from full participation are inherent in theshaping of the legitimacy and peripherality of participation in itshistorical realizationsrdquo (p 42) In other words although having access toa wide range of resources is crucial for newcomers power relations inCOPs can organize access in a way either to promote or prevent theirLPP Lave and Wenger also stress the transformative nature of COPsChange is inherent in COPs and their activities because ldquoactivity and theparticipation of individuals involved in it their knowledge and theirperspectives are mutually constitutiverdquo (p 117)

Seen in this light newcomerrsquos socialization into academic discourse isfar more complex than their unproblematically appropriating estab-lished knowledge and skills It is likely to involve struggles over access toresources conflicts and negotiations between differing viewpoints aris-ing from differing degrees of experience and expertise and transforma-tions of a given academic communityrsquos practices as well as of theparticipantsrsquo identities Based on this dynamic view this study examinedthe discourse socialization experiences of a group of internationalgraduate students These students were socialized into many overlappingcommunities simultaneously (eg the larger speech community generalacademic community disciplinary community institutional community)but this study focused on the classroom communities to which thestudents belonged locally and treated those communities as a particularkind of COP because the students who were new to Canadian graduateschool were primarily concerned with their course work and everydayclassroom experiences I also believe that academic discourse socializa-tion is a locally situated interactional process rather than an autonomousassimilation to broader disciplinary cultures (Casanave 1995 Prior1998) This does not mean that I consider the classroom as a discreteentity that is independent of larger communities Rather by closelyexamining the studentsrsquo views and experiences within the classroom thisstudy shows how the classroom can be an important locus where learnersnegotiate their roles and positions in various levels of the academiccommunities that surround them

The central purpose of this study was to better understand how L2students participate and negotiate membership in their new L2 class-room communities The data analysis and interpretation were guided bythe following sets of questions that were developed from the theoretical

578 TESOL QUARTERLY

framework outlined earlier as well as the ongoing data collection andanalysisbull How do L2 students negotiate competence and identities in their

new L2 classroom communities as they participate in primarily oralactivities such as open-ended discussions

bull What are the thoughts perspectives and feelings of L2 students whoremain relatively silent in the classroom In other words what voiceslie behind their apparent silence

bull What kinds of roles or positionalities do L2 students negotiate in theclassroom What are the relationships between their agencypositionality classroom participation and personal transformation

METHOD

This study employed a qualitative (or ethnographic) multiple casestudy approach to gain an in-depth and holistic understanding oflearnersrsquo lived experiences and perspectives (Duff in press Merriam1998 Stake 1995) In keeping with a tradition in qualitative research Iaimed for ldquoconcrete and complex illustrationsrdquo (Wolcott 1994 p 364)or thick descriptions (Geertz 1973) of the individual cases while alsoattempting to identify some general trends and significant patternsamong them Achieving this goal required triangulation of multiplemethods data sources and viewpoints The study documented theparticipantsrsquo changing thoughts and feelings about everyday classroompractices across the curriculum over an extended period of timerevealing their varying struggles as well as personally significant transfor-mations

Context and Participants

This study was undertaken at a large research-oriented university inwestern Canada The primary participants were six female first-yearmasterrsquos degree students from Japan in three different departments(language education educational studies and Asian studies) All hadagreed to participate by responding to a letter sent to all incominggraduate students from Japan in eight departments They were all bornin Japan considered Japanese their first language (the language theywere most comfortable with) and therefore could all be characterized asinternational students from Japan or Asian female students in the Canadianclassroom However they in fact came from a variety of backgrounds thataffected how they participated in the classroom The group can be


divided into three subgroups based on age and educationalprofessionalbackground (a) three students in their early 20s who had recentlycompleted their bachelorrsquos degree in Japan and had very limited or noprofessional experience (b) two students in their late 20s who came witha masterrsquos degree from a Japanese university and some teaching experi-ence (c) a student in her early 40s who had many years of teachingexperience Two of them had lived in an English-speaking country for anextended period of time while the others had lived in Japan all theirlives One student was a third-generation Korean citizen born and raisedin Japan Table 1 provides a more detailed overview of the six students2

Another group of participants included 10 university instructors whotaught the focal students and agreed to be interviewed

Data Collection

Data were collected concerning the studentsrsquo participation in open-ended discussions such as whole-class and small-group discussions com-monly used in graduate seminars during an entire academic year (1999ndash2000) To allow data to be triangulated multiple collection methodswere used (Marshall amp Rossman 1995) First the focal students reportedevery week about the classes they were attending and their participationin them They reported data about one to three courses each per termthrough e-mail face-to-face or telephone communication In total 283reports were collected about 16 courses (14 graduate seminars 2 senior-level undergraduate courses) Second three sets of formal interviewswere conducted with the students (18 interviews average 17 hourseach) Whereas weekly reports tended to provide the studentsrsquo immedi-ate reactions to their classes formal interviews conducted at the end ofeach term provided more retrospective accounts Third I observed someof the courses the students were taking on a weekly basis for the entireacademic year (59 lessons in 5 courses 151 hours of observation intotal) I took a ldquoperipheral membership rolerdquo (Adler amp Adler 1994 p380) as a participant observer that is I established membership in theclassroom by attending every week and observing and interacting withothers but I did not participate in class activities Observation providedvaluable insights regarding not only the overall nature and interactionalpatterns of a given class but also the focal studentsrsquo verbal and nonverbalbehavior and informal interactions with peers and instructors whichthey might not have described in their reports Fourth I interviewed thecourse instructors once about their courses the focal studentsrsquo participa-tion and their views on issues surrounding (international) graduate

2 Pseudonyms are used for all the names of research participants and locations

580 TESOL QUARTERLY

TA

BL

E 1

Ove

rvie

w o

f C

ase

Stud

y P

arti

cipa

nts

LIS

AJU

NR

IEN

AN

AK

OE

MIK

OSH

IHO

Prog

ram

ME

d in

TE

SLM

Ed

in T

ESL

MA

in

edu

cati

onal

MA

in

edu

cati

onal

MA

in

Jap

anes

eM

A i

n J

apan

ese

stud

ies

stud

ies

lingu

isti

cslin

guis

tics

Age

2942

2723

2423

Gen

der

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Firs

t la

ngu

age

Japa

nes

eJa

pan

ese

Japa

nes

eJa

pan

ese

Japa

nes

eJa

pan

ese

Prev

ious

deg

rees

BA

MA

BA

BA

MA

BA

BA

BA

Prof

essi

onal

expe

rien

ce

Wen

t to

aJa

pan

ese

hig

hsc

hoo

l fo

rre

turn

ees

Kor

ean

cit

izen

bor

nan

d ra

ised

in

Jap

anT

ook

1 ye

ar l

eave

from

cur

ren

tte

ach

ing

job

Oth

er

Tea

ch J

apan

ese

outs

ide

Japa

nT

each

Jap

anes

eou

tsid

e Ja

pan

Stud

y at

doc

tora

lle

vel

in N

orth

Am

eric

a

Tea

ch a

t se

con

dary

or c

olle

ge l

evel

in

Japa

n

Go

back

to

curr

ent

teac

hin

g jo

b in

Japa

n

Tea

ch a

t co

llege

leve

l in

Jap

an s

tudy

at d

octo

ral

leve

l in

Nor

th A

mer

ica

Plan

aft

ergr

adua

tin

g

Liv

ed i

n K

orea

(age

2ndash6

) l

ived

and

wen

t to

sch

ool

in E

ngl

and

(age

10ndash

14)

Inte

nsi

ve E

SLpr

ogra

m in

En

glan

d (8

wee

ks)

Liv

ed a

nd

wen

t to

sch

ool

in C

anad

a(a

ge 6

ndash7)

Stud

ied

Ital

ian

in

Ital

y (4

wee

ks)

Too

k st

uden

ts t

oC

anad

a as

an

esc

ort

teac

her

(m

any

tim

es)

Inte

nsi

ve E

SLpr

ogra

m i

n U

nit

edSt

ates

(3

wee

ks)

Exp

erie

nce

outs

ide

Japa

n

Non

eH

igh

sch

ool

teac

her

of

EFL

in

Japa

n (

15

year

s)

Non

eH

igh

sch

ool

teac

her

of J

apan

ese

his

tory

in J

apan

(1

year

)

Hig

h s

choo

l te

ach

erof

EFL

in

Jap

an(1

6 ye

ars)

Hig

h s

choo

l te

ach

erof

EFL

in

Jap

an(3

yea

rs)


studentsrsquo academic socialization (10 interviews average 12 hours each)Relevant documents such as course syllabi were also collected Table 2shows the data collection methods and the database

Analysis

Following a tradition in qualitative research data analysis was prima-rily inductive Categories and themes emerged mainly from the collecteddata and preliminary hypotheses about the settings and participantswere grounded in direct experience at the research site (Marshall ampRossman 1995 Strauss amp Corbin 1998) Weekly reports interviewtranscripts and field notes were reviewed multiple times throughout theproject and salient themes and tentative categories were generated Thecategories developed during the data collection phase were mostly ldquofolkcategoriesrdquo (Delamont 1992 p 150) reflecting directly on the partici-pantsrsquo own language concepts and classification scheme (eg classatmosphere lack of confidence nervousness not wanting to make

TABLE 2

Summary of Database

Data collection periodMethods (September 1999ndashApril 2000) Data

Weekly self-reportsby students

bull Ongoingbull 1-3 times per week per

student

bull Email messagesbull Audiotaped face-to-face or

telephone conversationsbull Written journalsbull 283 reports total about 16

different courses

Interviews withstudents

bull Interview 1 Beginning ofacademic year

bull Interview 2 End of Term 1bull Interview 3 End of Term 2

bull Audiotaped and transcribedinterviews

bull 18 interviews totalbull Average 17 hours each

Classroomobservations

Ongoing bull Field notes on 59 lessons in5 courses (151 hours ofobservation)

Interviews withinstructors

Once with each instructortoward the end of the courses



Documents Ongoing bull Course outlinesbull Handouts for presentationsbull Self-evaluations of class

participation

582 TESOL QUARTERLY

mistakes obligation to speak) After the data collection was completedand certain recurring themes were identified more theoretical catego-ries and constructs were generated both from the data and relevantliterature and patterns and relations between the categories wereexplored Such categories included competent participation classroommembership legitimacy identity negotiation power negotiation per-sonal agency and so on Once the data were coded according to salientthemes and categories tentative hypotheses were developed about eachindividual student These hypotheses were then tested against the dataabout the particular student obtained from different data sources andwere confirmed revised or rejected (ie within-case analysis Merriam1998) Comparing a given studentrsquos experiences in different courses wasparticularly informative Emergent hypotheses were also tested acrossthe individual students (ie cross-case analysis) In particular I gainedinteresting insights by comparing and contrasting the experiences of agiven pair of students who took the same course3 The analysis alsobenefited greatly from the triangulation of multiple perspectives andviewpoints I was able to incorporate three or more different view-pointsmdashthe focal student(s) instructor(s) and the researchermdashfor thecourses I observed

The Researcher and the Researched

The focal students and I shared a similar background as well as thesame gender In many ways I was an insider to them We all spokeJapanese were studying in Canada as female foreign students and evenshared similar academic interests (language and education) This helpedme to better understand their needs and perspectives develop rapportand create opportunities for reciprocity as well as for highly interactiveand dialogic research At the same time we occupied slightly differentsocial (eg age) and institutional positions (eg masterrsquos versus doc-toral student) which also shaped our relationships For instance to mostof the students I was a friendly senpai 4 or someone slightly senior tothem with more academic experience This status difference seemed tohelp the students to talk candidly about their problems and difficultieswith me However they may also have constructed themselves as lessknowledgeable or less experienced than I was which might have hadimplications for their class participation (when I was present) as well asfor the kinds of data collected

3 The six students belonged to three departments two in each department and each pairwas taking at least one course together

4 A Japanese term that is normally translated as ldquoseniorrdquo in English


FINDINGS

To address each of the questions I first summarize the overall findingsregarding all six students and then highlight one studentrsquos experienceas a particularly telling case All six studentsrsquo experiences in multiplecourses were analyzed extensively and described in full detail in anarrative form showing both the commonality and variability thatexisted among the participants Because space is limited however Ipresent only three case study examples here

Negotiating Competence and Identity in the Classroom

Analysis suggested that a major challenge for the students wasnegotiating discourses competence identities and power relations sothat they could participate and be recognized as a legitimate andcompetent member of a given classroom community The ways in whichthe students engaged in such negotiations varied widely depending onthe local classroom context as well as on the individual studentrsquospersonal history values and goals Although I found interesting ex-amples and intriguing issues regarding the negotiation of discourses andpower (see Morita 2002) in this article I focus on the negotiation ofcompetence and identity which appeared to be central to the studentsrsquoclassroom experiences across the curriculum COP understands compe-tence as situated abilitiesmdashabilities that a given COP values (Wenger1998) By the same token COP recognizes identity as situated andconstructed within a COP

The focal students constructed various identities that were often basedon their changing sense of competence as a member of a givenclassroom community A common identity described by many of themwas being less competent than others Students seemed to develop thistype of identity based on the difficulties they were experiencing in theclassroom such as not fully understanding reading materials lectures orclass discussions and not being able to contribute to discussions as muchas others (including their native-English-speaking and nonnative-English-speaking classmates) At the same time students often constructed suchan identity based on their sense of how others might perceive them LisaJun Nanako and Emiko were all concerned to varying degrees aboutbeing viewed as less competent by their peers and instructors becausethey perceived their proficiency in English as limited or because they didnot speak often in class Nanako for instance feared that her classmatesmight think of her as ldquonot very intelligentrdquo because she felt that sheldquooften sounded stupid or not very logicalrdquo in English In some class-rooms however students were able to develop an identity as a relatively

584 TESOL QUARTERLY

competent classroom member For example Shiho reported that she wasable to contribute effectively in one of her courses and received positivefeedback which helped her to construct an identity as a competent andvalued member This in turn seemed to enhance her participation Inher weekly reports she often commented how she enjoyed ldquobeing reallyinvolved in the discussion and being part of the classrdquo (Shiho weeklyreport October 19 1999) But one notable finding was that theseidentities could change The same students could participate differentlyand negotiate different identities in different classroom contexts or insimilar contexts over time Rie for example played two contrasting rolesin two different courses (see Example 3) and Lisarsquos subjectivity changedgradually over the course of the academic year (see Example 1)

Example 1 Lisarsquos Negotiation ofCompetence and Membership

Lisa was 29 years old and had a background in teaching EFL at aJapanese high school She came to Canada with a strong motivation tolearn about language education and gain access to the research commu-nity in that field A major challenge she faced in her courses was notbeing able to contribute to class discussions as much as she desired

I remember in September and October even in November I had lots ofproblems I always felt I had to speak up in class That was what I was alwaysworried about (Lisa Interview 2 December 10 1999 original in English)

Over the course of the academic year Lisa mentioned multiple reasons itwas difficult for her to speak in class including her limited Englishlistening comprehension limited content knowledge fear of makingEnglish mistakes and feeling inferior to her classmates From a tradi-tional psycholinguistic perspective on SLA Lisarsquos challenge is linguisticproblems accompanied by psychological issues such as anxiety andinsecurity From a COP perspective however her challenge is negotiat-ing competence and membership in the classroom On one hand shehad a strong desire to participate as a competent and responsiblemember

I always feel that I have to say something in class to contribute to the class A small thing is okay Itrsquos not just about my own participation itrsquos aboutcooperation I have to play some role in the classroom (Lisa Interview 1September 30 1999 original in English)


On the other hand she often hesitated to speak because she was afraid ofmaking English mistakes and being judged as a less competent partici-pant by her peers and instructors

I didnrsquot want to make English mistakes in front of other students I wanted tosay something but at the same time I didnrsquot want to say because I didnrsquot wantto let them know my English wasnrsquot perfect So I really hesitated to speak inclass (Lisa Interview 2 December 10 1999)

Thus Lisa was primarily afraid that she would not meet her classroomcommunitiesrsquo expectations regarding competence especially linguisticcompetence Because most of her courses were about language educa-tion and most of the students including herself were English teachersspeaking imperfect English was particularly face-threatening for her

The following excerpt also clearly shows Lisarsquos concern about herclassroom membership She describes her ambivalent feelings aboutexposing her perceived limited English abilities to her classmates

Yesterday my classmates asked me to [summarize a group discussion to thewhole class] At first I thought itrsquos really beyond my ability ((laughs)) But thesituation is like emergency If I couldnrsquot do it everybody thinks that Irsquom a veryum ((long pause)) I feel that I have to say something even if I canrsquot Butthe result is terrible ((laughs)) Anyway itrsquos really good for me becauseeverybody now knows that my English is not so good Itrsquos really important forme because if they know that they can help me sometimes probably (LisaInterview 1 September 30 1999)

Lisa seems to be negotiating not only her competence but also heridentities On one hand she does not want to be constructed as lesscompetent by not performing the task or performing it ldquoterriblyrdquo but onthe other she is somewhat relieved to be recognized as someone withlimited English who might receive help from others

Faced with this challenge Lisa seemed determined to improve heroral skills and participation because she had a strong sense of personalinvestment in her overseas studies She employed a variety of strategiesincluding speaking in less face-threatening situations such as smallgroup discussions preparing a few things to say before each class tellingher classmates and instructors that she wanted to speak in class which inturn elicited their scaffolding for her to speak asking questions toinstructors individually after class when possible and maximizing heropportunities to speak academic English outside the classroom (egpresenting a paper at a student conference) As she continued toconfront her challenges she also experienced significant personaltransformations She felt increasingly able to contribute to class discus-sions and gradually gained more confidence even though it was a ldquoslow

586 TESOL QUARTERLY

progress with many moments of self-doubtrdquo She also became moretolerant of her own perceived limited English and oral performancereflecting on her participation in one class toward the end of the yearshe said ldquoEven though my comment wasnrsquot very rich I didnrsquot care at allI just wanted to say my opinionrdquo (Lisa weekly report February 17 2000authorrsquos translation from Japanese) Her profound transformationhowever occurred around her identity as a nonnative speaker Althoughbefore the study she understood nonnative speakersmdashherself includedmdashlargely in terms of their limitations or deficiency she gradually began tosee such a notion as negative and problematic and started to see herselfas an English speaker in a more positive light The following excerptfrom her final report illustrates her transformation

I found that my self-image got really really lowered after I came here especially as an English teacher because I felt I have lots of English problems It took a long time to empower myself Still I canrsquot say Irsquom confident But I donrsquot feel comfortable calling myself a nonnative speaker anymore(Lisa weekly report March 30 2000 original in English)

In sum analyzing Lisarsquos perspectives indicated that negotiating hersense of competence and identity presented a significant challenge andthat this negotiation influenced and was influenced by her class partici-pation Her commitment to improvements however allowed her toemploy various strategies and as a result she experienced some positivepersonal transformations

Voices Behind the Silence in the Classroom

As was readily apparent from observations and from student reportsand interviews most of the focal students tended to be reticent in manyof their courses The apparently passive participation of L2 learnersespecially learners from certain Asian cultures is often explained bylanguage learning anxiety (Hilleson 1996 Tsui 1996) or culturaltendencies (Flowerdew amp Miller 1995 Jones 1999 Turner amp Hiraga1996) Gender- or race-related biases and stereotypes also contribute tothe silence of certain learners in some contexts (Losey 1997 Norton2000) Given that the students in this study were all Asian women onemight assume that their silence resulted largely from their gender orcultural roles whether they played such roles willingly or others imposedsuch roles on them However the students themselves mentioned a widevariety of reasons for their relative silence In addition to linguistic andcultural reasons they included limited content knowledge personaltendency and preference learning goals identity as a less competent


member outsider or marginal status role as a relative newcomer role assomeone with limited English imposed by others and instructorrsquospedagogical style5 These reasons were often context-specific that is onestudentrsquos silence might have different causes or meanings across class-room contexts or in the same context over time In other wordsanalyzing the studentsrsquo perspectives indicated that gender culture orlanguage alone did not explain their relative silence in all contextsAnother important finding was that the students were actively negotiat-ing their multiple roles and identities in the classroom even when theyappeared passive or withdrawn Nanakorsquos experience in three coursesoffers a particularly clear example of these findings

Example 2 Nanakorsquos Silences

If someone followed me in all my courses and simply observed me she wouldhave just thought that I was a quiet person But my silence had differentmeanings in different courses In Course E the instructor made me feel thatI was there even though I was quiet In the other courses my presence orabsence didnrsquot seem to make any difference I just sat there like anornament (Nanako Interview 3 May 12 2000 authorrsquos translation fromJapanese)

Nanako a 23-year-old came to Canada soon after graduating fromuniversity and was pursuing her first masterrsquos degree She tended to bequiet in all her courses throughout the academic year but as shementioned she felt that she was reticent for different reasons indifferent courses Here I summarize her experiences in Courses E F andG all of which were on topics related to educational research and issuesCourses E and F were graduate seminars each taught by a femaleinstructor and both had about 15 students a mixture of masterrsquos anddoctoral students Course G was a senior-level undergraduate course alsotaught by a female instructor with about 40 students

In Course E Nanako had difficulty following the fast-paced discus-sions on topics that were mostly new to her and felt that it was ldquonearlyimpossiblerdquo for her to ldquojump into the discussion and say somethingrdquo Not

5 The students less commonly attributed their silence to gender or raceethnicity Somecontextual aspects of the courses they were taking may account for this finding Female studentswere often the overwhelming majority and many of them were active vocal participants themajority of the instructors were females and the student groups often included manyindividuals with Asian backgrounds In other words the focal students did not seem to feelmarginalized or silenced as minorities in terms of gender or raceethnicity in most of theircourses One exception was Nanakorsquos experience in Course G which will be discussed later

588 TESOL QUARTERLY

understanding the jokes or playful comments people often made alsofrustrated her She described her feelings in a journal entry

All these factors [eg cultural differences language barrier lack of experi-ence] generate mixed feelings uneasiness depression irritation and so onWhy can I not understand what other students say Why can I not speakup in class As I furthered self-analysis I found that my self-doubt is thebiggest reason which causes uncomfortableness in class I feel as though mypersonality itself is denied because I cannot participate in class as otherstudents do (Nanako journal entry October 12 1999 original in English)

She also mentioned her challenge of constructing a viable identity

I hesitate to speak not only because Irsquom the only non-native speaker in theclass but Irsquom also the youngest My classmates have more experience inteaching and research or in life and society in general I feel like a baby inthat class (Nanako Interview 1 September 29 1999 authorrsquos translationfrom Japanese)

Thus her sense of being a less experienced or less knowledgeablemember contributed to her silence which also served as a face-savingstrategy for her

It is interesting that Nanakorsquos view about her own silence changedafter she asked the instructor for advice Nanako was surprised to learnthat the instructor did not seem to consider her silence as a problemInstead she assured Nanako that international students often need timeto get used to ldquoNorth American interactional stylesrdquo and that Nanakowas entitled to keep her cultural style of participation if she wanted toAnother eye-opening insight she gained from the instructor was that asan outsider she might have an advantage

What she told me was I may be disadvantaged by things like English abilities but at the same time there is an advantage to being an outsider in a givenculture She said that there should be things that only I can see from anoutsiderrsquos perspective (Nanako Interview 2 December 15 1999 authorrsquostranslation from Japanese)

These insights had a significant impact on the way Nanako felt in theclassroom and in her words ldquochanged the way [she] adjusted toacademic life in Canadardquo Even though her visible classroom behaviordid not change she now felt that she could stay legitimately silent andthat her outsider status and perspective could be a strength rather thana weakness

In Course F Nanako also found participating in classroom interac-tions challenging As in Course E her identity as a less experiencedmember and the ldquovery theoreticalrdquo course content contributed to her


silence In Course F however she felt that international studentsmdashwhoall happened to be masterrsquos studentsmdashwere largely ldquoignoredrdquo andmarginalized

Most of the discussions were with the whole class The instructor would raisean issue some PhD students would discuss it and then the instructor wouldprovide comments The class was clearly divided into two groups the PhDgroup and the silent group The only activities I could join were watchingvideos and eating snacks during the break (Nanako Interview 2 December15 1999)

The division was also apparent in small-group discussions Nanako wasshocked when a native-English-speaking doctoral student told the classthat she had ldquonothing to learn from small-group discussionsrdquo Nanakowas also unable to obtain support from the Course F instructor anotherreason she felt silenced Perhaps encouraged her experience in CourseE she consulted the instructor about her difficulty following discussionsTo her disappointment however the instructor ldquodid not seem to carerdquoabout her problems and ldquooffered no constructive advicerdquo

In Course G Nanako fell almost completely silent She noted twomajor reasons for her silence aside from her perceived limited Englishabilities First although she was interested in the coursersquos core issuegender and education Nanako had little background knowledge about amajor topic of the course North American popular culture Conse-quently she had limited understanding of the discussions and the videosSecond she believed that her ethnicity or race and her institutional rolecontributed to her sense of isolation and marginalization From herviewpoint her classmates were mostly ldquoyoung undergraduate Caucasianwomenrdquo and she did not know ldquohow to relate to themrdquo At the sametime neither her classmates nor the instructor invited her into discus-sions or encouraged her to share her perspectives It is interesting thatNanako felt marginalized in a course with all female participants thatexamined gender-related issues from a critical feminist perspectiveFrom Nanakorsquos perspective her language culture course contentethnicity institutional status and other issues still alienated her from herclassmates

To summarize Nanakorsquos silences in the three courses had differentmeanings causes and outcomes as she positioned herself or waspositioned variously in them In Course E she felt that the instructorlegitimized her silence which helped her to engage in the course as aquiet but legitimate member In Course F she was constructed as amember of the silent group that consisted of the relatively powerlessmembers of the class In Course G her silence was closely connected toher strong sense of alienation which was created by many contextualaspects of the course

590 TESOL QUARTERLY

Agency Positionality Participation and Transformation

The third major finding was that the students attempted to shapetheir own learning and participation by exercising their personal agencyand actively negotiating their roles or positionalities in their classroomcommunities My view of agency is based on two theoretical perspectivesneo-Vygotskyan approaches and critical discourse perspectives Theformer emphasizes that agency arises out of individualsrsquo engagement inthe social world Lantolf and Pavlenko (2001) state that ldquoagency is nevera lsquopropertyrsquo of a particular individualrdquo but rather ldquoa relationship that isconstantly co-constructed and renegotiated with those around the indi-vidual and with the society at largerdquo (p 148) Within critical approachesparticularly the models based on what Canagarajah (1999) calls ldquoresist-ance theoriesrdquo (p 22) individuals are accorded agency to resist beingpositioned marginally in dominant discourses and to fashion alternativesubject positions that fulfill their goals and purposes (Canagarajah 1999McKay amp Wong 1996 Rampton 1995)

As noted earlier many of the students tended to participate minimallyand seemed to occupy a relatively peripheral or marginal position inmany (not all) of their courses The data showed that they responded tosuch positioning in different ways and with various outcomes First insome cases the students tried to gain fuller membership and participatemore actively by employing various strategies (see eg Example 1)Shiho tried to participate in a course where she was constructed as arelatively inexperienced member in addition to using certain interac-tional strategies (eg speaking in earlier stages of a discussion) sheforegrounded a positive role that newcomers could play (eg introduc-ing fresh perspectives) and attempted to behave accordingly She feltthat these strategies worked well and reported that they enabled herldquomake adequate contributions as a newcomer who potentially had animportant role to play in an academic settingrdquo (Shiho Interview 3 April26 2000 authorrsquos translation from Japanese)

Second many of the students sought support from instructors bytalking to them one-on-one outside the classroom Notably in additionto seeking advice some students asked their instructor to accommodatetheir needs as an L2 speaker or an international student For exampleEmiko who felt extremely nervous about speaking in class asked herinstructor not to call on her during whole-class discussions The instruc-tor accepted her request with the condition that she would startparticipating more actively when she felt ready to do so This negotiationhad interesting consequences Although Emiko was able to ldquorelax andlearn betterrdquo she felt increasingly ldquoisolatedrdquo as she eventually became theonly person not participating orally Furthermore somewhat ironically


her prolonged silence became difficult to break and made speakingagain even more difficult In other cases instructors rejected thestudentsrsquo request (see Example 3)

Third although some students desired to fully adjust to the newacademic culture others seemed to be more selective and remained atthe periphery Jun for instance did not appreciate certain aspects ofwhat she saw as ldquothe Canadian classroom culturerdquo (eg ldquofree-flowdiscussionsrdquo ldquoconfrontational interactionsrdquo) and avoided participatingin some of the discussions As a result she often felt ldquolike an outsiderrdquo( Jun Interview 3 May 5 2000 authorrsquos translation from Japanese)Fourth the students resisted in various ways when they felt that otherswere marginalizing silencing or imposing certain roles or identities onthem (see Example 3) Less overt forms of resistance included withdraw-ing completely from class discussions (Nanako in Course G) avoidingspeaking in front of the instructor who seemed to assign the student anegative role (Lisa Jun Emiko) and internally (ie in onersquos mind)rejecting the negative role assigned by others and developing a morepositive identity (eg Lisa ldquosomeone with a potential to improverdquo ratherthan ldquosomeone with limitationsrdquo weekly report February 3 2000original in English) These attempts at resistance whether overt orcovert did not seem to change the ways that the students were treated inthe classroom nevertheless they reflected the studentsrsquo ongoing strugglesto negotiate their multiple identities and to take control of theiracademic life

As the students enacted their personal agency in various ways inresponse to the classroomrsquos social cultural or pedagogical contextssome of them experienced significant personal transformations relatedto their identity values about learning and teaching or approaches totheir academic socialization As discussed in Example 1 Lisa achievedher transformations through ongoing inner struggles and continuousefforts Example 2 illustrates how Nanakorsquos view about her participationand socialization in the Canadian classroom changed when she soughtsupport from her instructor Example 3 will show how Rie had to modifyher learning approach in one course when she felt that her marginalposition did not improve despite her resistance

Example 3 Riersquos Positionalities and Resistance

Rie a 27-year-old third-generation Korean was born and raised inJapan Although she felt most comfortable speaking Japanese and waseducated in Japanese schools she strongly held her identity as a KoreanHer main goal in Canada was to study multicultural education she chose

592 TESOL QUARTERLY

this topic not simply because it was one of her academic interests butbecause it reflected her personal struggle as a minority student inJapanese schools6 As the following example illustrates Riersquos personalhistory as a minority and dealing with issues of inequality greatlyinfluenced the way she negotiated her power and identity in theCanadian classroom

Rie was taking two graduate seminars in Term 1 Courses J and Fwhich were both on educational issues and taught by a female instructorIt is interesting that Rie had very different experiences in these coursesdespite their apparent similarities in content format class size andstudent members In Course J she could participate actively andmeaningfully but in Course F she could not This difference was closelyrelated to the contrasting positionalities she occupied in the courses InCourse J she seemed to have been constructed as a valued member herpersonal experiences knowledge and unique perspectives as a minoritystudent in Japan had currency and the class seemed to appreciate hercontributions The instructor once told Rie that her contributions wereldquovery thoughtful and added a great deal to the experience of thestudentsrdquo (Rie weekly report December 1 1999 authorrsquos translationfrom Japanese) and she often helped the international students byproviding background information about the local educational systemswhich in turn helped Rie to understand and participate in discussionsRie summarized her experience in Course J as follows

In the beginning I was concerned that my perspectives might be too foreignfor the class but people seemed to listen to me with respect and they gave mepositive feedback The biggest difference between this course and theother courses I took this term is that I could feel my own presence in this course(Rie weekly report December 1 1999 authorrsquos translation from Japaneseitalics added)

The last sentence above is important because it reveals that her(inter)subjectivity in this case a positive one was central to her experi-ence in the course

In contrast Rie seemed to have a marginal status in Course F as didNanako in the same course (see Example 2) Although she had a stronginterest in the subject matter she had difficulty with the course readingsclass discussions and videos shown in class because they included topics

6 Koreans the largest minority group in Japan are a well-known target for discriminationAlthough many Koreans are born in Japan speak Japanese and sometimes even adopt Japanesenames they often face biases and prejudice against them in educational and other institutions(Okano amp Tsuchiya 1999)


theories and discourses that were mostly foreign to her Like Nanakoshe also felt that international students tended to be ignored whiledoctoral students and the instructor dominated the discussions Whatmakes Riersquos story compelling however is that she actively resisted hermarginality and attempted to reposition herself As someone who hadalways questioned and struggled with the issue of educational equity Riefelt that it was ldquonot only natural but also important to claim [her] right tolearnrdquo (Rie Interview 2 December 11 1999 authorrsquos translation fromJapanese) First she expressed her needs as an L2 speaker vocally duringclasses ldquoI tried to make others especially instructor notice that I do notfollow the class I asked them to speak slowly and clearly more than 3times during the classrdquo (Rie weekly report October 4 1999 original inEnglish) She also wrote an email message to the instructor and appealedfor help In the message she not only described the problems and herongoing efforts to overcome them but also asked the instructor to makecertain adjustments in her teaching (eg speaking more slowly withldquoshorter sentencesrdquo providing background information to internationalstudents) In addition her message conveyed a sense of resistance as thefollowing excerpt shows

In spite of the development of the media I from the opposite half of the earth amnot so familiar with such western issues I have noticed that you do not wantto let someone leave ldquovoicelessrdquo in your class So please allow me to send you sucha long bothersome mail I wanted you to understand my situation well (Riee-mail communication October 7 1999 original in English italics added)

Her use of the term voiceless is notable because she borrowed it from theinstructor who emphasized the notion in connection with educationalequity From Riersquos perspective however the instructor was not ade-quately dealing with the issue of voiceless learners in her own classroom

In response the instructor told Rie by email that she had alreadymade most of the adjustments Rie had requested and that the issue wasa ldquolanguage barrierrdquo Rie did not agree with this (she told me later)because she felt that she was learning and participating well in Course Jin spite of her language limitations The instructor also mentioned thedifficulty of adjusting the course content for a ldquonon-English speakerrdquo andthat she could not do much more ldquowithout slowing down the rest ofclassrdquo (Rie e-mail communication October 7 1999) What is importantabout this exchange is that they were implicitly negotiating each otherrsquosroles statuses or power Although Rie projected herself as a legitimatebut marginalized participant the instructor constructed Rie essentiallyas someone with a deficit Also though the instructor characterized theissue ultimately as Riersquos personal problem (which should be solved by Rieherself) Rie felt that it was part of the instructorrsquos responsibility to meet

594 TESOL QUARTERLY

the needs of learners like her In other words they were negotiating whoshould accommodate whom and to what extent

Despite her various efforts Riersquos marginal position did not seem tochange and she continued to have problems following and contributingto class discussions She then coped with this situation by modifying herapproach to the course Instead of trying to gain fuller membership shedecided to place her own academic interests at the center of her learningefforts and pay attention more selectively It was a form of nonparticipation(Norton 2001 Wenger 1998) but was nevertheless a way of coping andexercising her personal agency In the following excerpt from a self-report Rie summarized the transformation of her participation inCourse F

(1) Stage of hope I realized right away that it wasnrsquot an easy course butI did everything I could to learn from it I was still trying to say somethingin class at least a question if not an opinion Even asking someone to speakslowly was a precious opportunity for me to participate

(2) Stage of despair After receiving the response from the instructor I evenstopped asking people to speak slowly in class I lost motivation to speak up My body was there but my mind wasnrsquot

(3) Stage of realization I used to try to understand things just as theinstructor expected us to but I gave up doing so Instead I began concentrat-ing on what I needed for my own research This made it even more difficultfor me to participate in discussions because it created a big gap between whatwent on in class and in my head It was unfortunate that my presence wasnot respected but I nevertheless learned various lessons in this course (Rieweekly report November 30 1999 authorrsquos translation from Japanese)

To summarize Riersquos differing experiences in the two courses reflectedthe two very different roles she played in them When she found herselfin a marginal position she actively resisted though it did not seem tohelp change the power dynamics of the class in any obvious way It isimportant to interpret Riersquos resistance contextually especially in relationto her previous experience of coping with educational inequality

Table 3 presents a summary of the three case study examples detailedin this section including the studentsrsquo class participation patterns mainchallenges positionalities or rolesstatuses identitypower negotiationscoping strategies and personal transformations


TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION

In this study I have explored learnersrsquo discourse socialization experi-ences from a COP perspective by focusing on their participation in newL2 classroom communities and I have provided an in-depth longitudi-nal examination of learnersrsquo inner voices regarding their classroomexperiences across the curriculum The focal studentsrsquo inner voicesclearly indicated first of all that negotiating roles or identities was animportant part of their socialization The membership and identities thatthe students constructed in a given classroom simultaneously shaped andwere shaped by their class participation In particular the data show thatthe individual studentrsquos participation had a reciprocal relationship withher sense of competence produced in the classroom For instance insome cases the students struggled to participate actively in discussionsand therefore developed an identity as a less competent member whichin turn made participating even more difficult for them This dynamicco-construction of identity and participation also suggests that negotiat-ing identity is situated that is as Riersquos case shows (Example 3) the samelearner can negotiate different identities and participate variously indifferent contexts In other words the local classroom contextmdashthesocial cultural historical curricular pedagogical interactional andinterpersonal contextmdashis inseparable from learnersrsquo participation Thisfinding has significant implications for research The most importantimplication is that research on learnersrsquo participation should seriouslyconsider the classroom context in which they participate A decon-textualized accountmdashfor instance a survey research that inquires aboutthe classroom behavior of a certain group of learners (eg Japanesestudents female students etc) without considering actual classroomcontextsmdashwould not reveal the situated nature of participation Inaddition examining the same learnerrsquos participation in multiple con-texts may be valuable

A contextual analysis of the student narratives also suggests thecomplexity variability and significance of their relative silence that wassocially constructed in the classroom Behind their reticence weremultiple interrelated issues including not only language related issuesbut also issues of culture identity curriculum pedagogy and power Inaddition as Nanakorsquos case (Example 2) demonstrates a given studentcould remain silent for different reasons in different contexts or overtime Furthermore silence did not necessarily represent the reticentstudentsrsquo inaction or a lack of desire for participation they were in factengaged with many cognitive affective and social activities In particulartheir self-reports repeatedly documented their profound struggle to(re)construct their identities within the classroom Their identitiesextended beyond socially or institutionally defined roles and conven-


tional labels and included a wide variety of subject positions that werelocally constructed by the individual student and the classroom contextFor example Nanakorsquos identities or roles in her courses included beingthe youngest member with less academic and life experiences thanothers a cultural outsider with advantages and disadvantages someonewith less theoretical knowledge but academically as strong as others amember of a ldquosilent grouprdquo (Nanako Interview 2 December 15 1999)the only ldquonon-white female studentrdquo (Nanako Interview 3 May 122000) and so on

The situated nature of identity construction is important to recognizegiven that instructors and the applied linguistics literature may charac-terize L2 students monolithically as linguistic or cultural minorities As Ihave shown the focal studentsmdasha seemingly homogeneous group interms of gender and culturallinguistic backgroundmdashresponded to andparticipated in their L2 classrooms variously This offers a number ofcritical insights into research on gender (or culture) and languagelearning First as I have already argued the interactional or languagelearning behavior of women or men (or a cultural group) should beanalyzed as it is embedded in the local context of the communitypractices in which they participate (Eckert amp McConnell-Ginet 1998Ochs 1993) Second gender may interact with other aspects of identityin complex ways and it is therefore often difficult if not impossible todetermine the extent to which gender alone impacts interaction partici-pation or learning (Freeman amp McElhinny 1996) Nanakorsquos silence inCourse G illustrates this notion It was related to many issues includingethnicity culture age language course contentorientation and herpersonal history and interest as well as gender Third researchers andeducators should always be aware that women Asian women or Japanesewomen are not static homogeneous categories A commonly held stereo-type that Asians in general and Asian women in particular tend to bequiet passive timid or indirect did not always apply to the focal women(see also Cheng 2000 Takano 2000) as the case study examples haveshown they were often very creative proactive and critical about dealingwith the challenges they faced in the classroom

This study also illustrates that the co-construction of learner agencyand positionality is not always a peaceful collaborative process but isoften a struggle involving a web of power relations and competingagendas Riersquos experience in Course F (Example 3) is a particularlycompelling example On one hand this case shows that learners canactively participate in the local construction of power relations (Cana-garajah 1999 McKay amp Wong 1996) Learners can also use resourcesand strategies that they have developed in their lives to positionthemselves favorably (Leki 1995) For instance Riersquos sensitivity andresistance to inequality partly came from constantly questioning and

598 TESOL QUARTERLY

resisting her minority status in Japan On the other hand the case alsopoints to the limitations of learner agency it appeared that Rie could notshake off the role that the instructor imposed no matter how persistentlyshe resisted it Lisa Jun Nanako and Emiko all came across others whoseemed to define them monolithically and deterministically in terms oftheir limitations most commonly as L2 speakers The students often haddifficulty overcoming such roles or ascribed identities especially when theywere imposed by more powerful members such as instructors Theseidentities tended to restrict the studentsrsquo active participation which insome cases might have further marginalized them7 On the contrarysome instructors assisted the students in taking on a more empoweredrole than the one that the students themselves had initially assumed(eg Nanakorsquos case in Course E) This case demonstrates the powerfulrole that experts can play in learnersrsquo socialization It also offers animportant theoretical implication Although many theoretical accountsof socialization tend to assume that experts or peers assist newcomerssuch assistance may not always be readily available to all learners

By analyzing individual learnersrsquo actions intentions and perspectiveswithin classrooms taken as COPs this multiple case study has revealedthe complex relations among L2 socialization L2 academic communitiesand practices learnersrsquo participation identity and power negotiationand learner agency

PEDAGOGICAL IMPLICATIONS

This study has implications for pedagogy on both conceptual andpractical levels regarding how to foster the participation of students withvarious needs and how to promote equal opportunity in the classroomfor participation and for access to the curriculum On a conceptual levelfirst of all it is important to recognize the socially constructed nature ofclassroom interaction and (non)participation (Norton 2001 Wenger1998) Instead of assuming that individual students simply behaveaccording to their abilities or culturalpersonal preferences instructorsshould question what kinds of roles and statuses a given classroomcommunity comprises and how those roles are shaping or being shapedby classroom interactions Second the classroom community shouldtreat L2 learners (as well as native-speaking domestic students) asvaluable intellectual and cultural resources and give their unique contri-butions adequate legitimacy In fact given the increasingly international

7 Morita (2002) provides more examples and discussions of the imposed roles and thestudentsrsquo responses to them


nature of academic communities the view of L2 learners simply aslinguistic or cultural minorities may no longer be adequate or produc-tive By the same token native-speaking students or even instructors arenot simply the dominant group target or norm but groups of periph-eral participants who also need to be socialized into increasingly hetero-geneous communities (Lave amp Wenger 1991)

On a more practical level this study offers a number of suggestions forpedagogical intervention First instructors can use strategies to assist orscaffold L2 studentsrsquo comprehension of class discussions which will inturn help facilitate their participation Within the LPP framework usingthese strategies increases transparencymdashldquoa way of organizing activitiesthat makes their meaning visiblerdquo (Lave amp Wenger 1991 p 105)Strategies may include clearly explaining the purpose of a given discus-sion providing cultural or background information that internationalstudents may not be familiar with and briefly summarizing the discus-sion from time to time Second instructors have ldquoemancipatory author-ityrdquo (Giroux 1988 cited by Norton 2000 p 145) and they shouldlegitimize learners who struggle to participate or tend to be positionedmarginally in discussions (Leki 2001) For example instructors mightintervene in turn-taking practices and allow students to take turns in amore egalitarian manner It may also be helpful to inform all members ofthe classroom community about participation issues and encouragethem to achieve equity collaboratively Instructors can also designdiscussion topics to incorporate international studentsrsquo perspectives aslegitimate sources of knowledge Third employing different types ofclassroom activities can encourage students with various needs or inter-actional styles to participate Small group work is one commonly usedactivity although simply employing it does not always ensure that L2learners will participate some of the focal students felt that their peerswho occupied more powerful positions actively excluded them fromsmall group discussions (see also Leki 2001) Class presentations canalso provide legitimacy for L2 learners to take an active part in class anddisplay their knowledge and competence as well as opportunities tolearn both linguistic and cultural aspects of oral academic discourses(Kobayashi 2003 Morita 2000)

This study suggests the value of inquiring into learnersrsquo perspectivesthat may not be observable but may be a key to understanding theirclassroom behavior Future research should also aim for contextualizedinterpretations of learnersrsquo voices and actions by triangulating multiplemethods data sources and viewpoints and through longitudinal investi-gations Such an inquiry will help to reveal the complexities richnesstensions contradictions and transformations involved in increasinglymulticultural and multilingual academic practices

600 TESOL QUARTERLY

ACKNOWLEDGMENTS

This article is drawn from my doctoral dissertation which was supervised by PatriciaDuff My deepest appreciation goes to her for her valuable insights suggestions andguidance throughout this study I thank my committee members Bernard Mohanand Margaret Early for their continuous support I am also thankful to LindaHarklau Bonny Norton Deborah Butler Deborah Poole and my fellow graduatestudents at the University of British Columbia whose comments and suggestionshelped shape this article I extend my warmest gratitude to the students andinstructors who participated in this study

THE AUTHOR

Naoko Morita recently completed her doctorate in TESL from the Department ofLanguage and Literacy Education at the University of British Columbia Her researchinterests include L2 academic socialization sociocultural theories on learning andclassroom discourse research She has taught EFL in Japan at the secondary level

REFERENCES

Adler P A amp Adler P (1994) Observational techniques In N K Denzin amp Y SLincoln (Eds) Handbook of qualitative research (pp 377ndash392) Thousand Oaks CASage

Belcher D (1994) The apprenticeship approach to advanced academic literacyGraduate students and their mentors English for Specific Purposes 13 23ndash34

Belcher D amp Braine G (Eds) (1995) Academic writing in a second language Essayson research and pedagogy Norwood NJ Ablex

Bizzell P (1992) Academic discourse and critical consciousness Pittsburgh PA Univer-sity of Pittsburgh Press

Canagarajah A S (1999) Resisting linguistic imperialism in English teaching New YorkOxford University Press

Casanave C P (1992) Cultural diversity and socialization A case study of a Hispanicwoman in a doctoral program in sociology In D E Murray (Ed) Diversity asresource Redefining cultural literacy (pp 148ndash182) Alexandria VA TESOL

Casanave C P (1995) Local interactions Constructing contexts for composing in agraduate sociology program In D Belcher amp G Braine (Eds) Academic writing ina second language Essays on research and pedagogy (pp 83ndash110) Norwood NJ Ablex

Casanave C P (1998) Transitions The balancing act of bilingual academics Journalof Second Language Writing 7 175ndash203

Cheng X (2000) Asian studentsrsquo reticence revisited System 28 435ndash446Delamont S (1992) Fieldwork in educational settings Methods pitfalls and perspectives

London FalmerDuff P A (1995) An ethnography of communication in immersion classrooms in

Hungary TESOL Quarterly 29 505ndash537Duff P A (2001) Language literacy content and (pop) culture Challenges for

ESL students in mainstream courses The Canadian Modern Language Review 59103ndash132

Duff P A (2002) The discursive co-construction of knowledge identity anddifference An ethnography of communication in the high school mainstreamApplied Linguistics 23 289ndash322


Duff P A (in press) Case study research in applied linguistics Mahwah NJ LawrenceErlbaum

Eckert P amp McConnell-Ginet S (1998) Communities of practice Where languagegender and power all live In J Coates (Ed) Language and gender A reader (pp484ndash494) Oxford England Blackwell

Ferris D (1998) Studentsrsquo views of academic auraloral skills A comparative needsanalysis TESOL Quarterly 32 289ndash318

Ferris D amp Tagg T (1996a) Academic oral communication needs of EAP learnersWhat subject-matter instructors actually require TESOL Quarterly 30 31ndash58

Ferris D amp Tagg T (1996b) Academic listeningspeaking tasks for ESL studentsProblems suggestions and implications TESOL Quarterly 30 297ndash317

Flowerdew J (2000) Discourse community legitimate peripheral participation andthe nonnative-English-speaking scholar TESOL Quarterly 34 127ndash150

Flowerdew J amp Miller L (1995) On the notion of culture in L2 lectures TESOLQuarterly 29 345ndash373

Freeman R amp McElhinny B (1996) Language and gender In S L McKay amp N HHornberger (Eds) Sociolinguistics and language teaching (pp 218ndash280) Cam-bridge England Cambridge University Press

Geertz C (1973) The interpretation of cultures New York Basic BooksGiroux H A (1988) Schooling and the struggle for public life Critical pedagogy in the

modern age Minneapolis University of Minnesota PressGoldstein T Schecter S amp Pon G (2002 April) Interrupted by silences The

contemporary education of Hong Kongndashborn Chinese-Canadian adolescents Paper pre-sented at the 36th Annual TESOL Convention and Exhibit Salt Lake City Utah

Harklau L (1999) Representing culture in the ESL writing classroom In E Hinkel(Ed) Culture in second language teaching and learning (pp 109ndash130) New YorkCambridge University Press

Harklau L (2000) From the ldquogood kidsrdquo to the ldquoworstrdquo Representations of Englishlanguage learners across educational settings TESOL Quarterly 34 35ndash67

Hilleson M (1996) ldquoI want to talk with them but I donrsquot want them to hearrdquo Anintrospective study of second language anxiety in an English-medium school InK Bailey amp D Nunan (Eds) Voices from the language classroom Qualitative research insecond language acquisition (pp 248ndash275) New York Cambridge University Press

Jones J F (1999) From silence to talk Cross-cultural ideas on studentsrsquo participa-tion in academic group discussion English for Specific Purposes 18 243ndash259

Kobayashi M (2003) The role of peer support in ESL studentsrsquo accomplishment oforal academic tasks The Canadian Modern Language Review 59 337ndash368

Kumaravadivelu B (1999) Critical classroom discourse analysis TESOL Quarterly33 453ndash484

Lantolf J P (Ed) (2000) Sociocultural theory and second language learning New YorkOxford University Press

Lantolf J P amp Pavlenko A (2001) (S)econd (L)anguage (A)ctivity theory Under-standing second language learners as people In M P Breen (Ed) Learnercontributions to language learning New directions in research (pp 141ndash158) EssexEngland Pearson Education

Lave J amp Wenger E (1991) Situated learning Legitimate peripheral participationCambridge England Cambridge University Press

Leki I (1995) Coping strategies of ESL students in writing tasks across thecurriculum TESOL Quarterly 29 235ndash260

Leki I (2001) ldquoA narrow thinking systemrdquo Nonnative-English-speaking students ingroup projects across the curriculum TESOL Quarterly 35 39ndash67

Losey K M (1997) Listen to the silences Mexican American interaction in the compositionclassroom and community Norwood NJ Ablex

602 TESOL QUARTERLY

Marshall C amp Rossman G B (1995) Designing qualitative research (2nd ed)Thousand Oaks CA Sage

McKay S L amp Wong S C (1996) Multiple discourses multiple identitiesInvestment and agency in second-language learning among Chinese adolescentimmigrant students Harvard Educational Review 66 577ndash608

Merriam S B (1998) Qualitative research and case study applications in education SanFrancisco Jossey-Bass

Morita N (2000) Discourse socialization through oral classroom activities in a TESLgraduate program TESOL Quarterly 34 279ndash310

Morita N (2002) Negotiating participation in second language academic communities Astudy of identity agency and transformation Unpublished doctoral dissertationUniversity of British Columbia Vancouver British Columbia Canada

Norton B (2000) Identity and language learning Gender ethnicity and educationalchange London LongmanPearson Education

Norton B (2001) Non-participation imagined communities and the languageclassroom In M P Breen (Ed) Learner contributions to language learning Newdirections in research (pp 159ndash171) Essex England Pearson Education

Norton B amp Toohey K (2002) Identity and language learning In R Kaplan (Ed)The Oxford handbook of applied linguistics (pp 115ndash123) Oxford England OxfordUniversity Press

Ochs E (1988) Culture and language development Language acquisition and languagesocialization in a Samoan village Cambridge England Cambridge University Press

Ochs E (1993) Constructing social identity A language socialization perspectiveResearch on Language and Social Interaction 26 287ndash306

Okano K amp Tshuchiya M (1999) Education in contemporary Japan CambridgeEngland Cambridge University Press

Pennycook A (2001) Critical applied linguistics A critical introduction Mahwah NJLawrence Erlbaum

Prior P (1998) Writingdisciplinarity A sociohistoric account of literate activity in theacademy Mahwah NJ Lawrence Erlbaum

Rampton B (1995) Crossing Language and ethnicity among adolescents LondonLongman

Silva T amp Matsuda P K (Eds) (2001) On second language writing Mahwah NJLawrence Erlbaum

Spack R (1997) The acquisition of academic literacy in a second language Alongitudinal case study Written Communication 14 3ndash62

Spada N amp Froumlhlich M (1995) COLT observation scheme Sydney AustraliaMacquarie University National Council of Educational Research and Training

Stake R E (1995) The art of case study research Thousand Oaks CA SageStrauss A amp Corbin J (1998) Basics of qualitative research Techniques and procedures

for developing grounded theory (2nd ed) Thousand Oaks CA SageSwales J M (1990) Genre analysis English in academic and research settings New York

Cambridge University PressSwales J M amp Feak C B (1994) Academic writing for graduate students Essential tasks

and skills Ann Arbor The University of Michigan PressTakano S (2000) The myth of a homogeneous speech community A sociolinguistic

study of the speech of Japanese women in diverse gender roles InternationalJournal of the Sociology of Language 146 43ndash85

Toohey K (1998) ldquoBreaking them up taking them awayrdquo ESL students in grade 1TESOL Quarterly 32 61ndash84

Toohey K (2000) Learning English at school Identity social relations and classroompractice Clevedon England Multilingual Matters


Tsui A B M (1996) Reticence and anxiety in second language learning InK Bailey amp D Nunan (Eds) Voices from the language classroom Qualitative research insecond language acquisition (pp 145ndash167) New York Cambridge University Press

Turner J M amp Hiraga M K (1996) Elaborating elaboration in academic tutorialsChanging cultural assumptions In H Coleman amp L Cameron (Eds) Change andlanguage (pp 131ndash140) Clevedon England Multilingual Matters

Wenger E (1998) Communities of practice Learning meaning and identity CambridgeEngland Cambridge University Press

Wolcott H F (1994) Transforming qualitative data Description analysis and interpreta-tion Thousand Oaks CA Sage

Zamel V (1997) Toward a model of transculturation TESOL Quarterly 31 341ndash352Zamel V amp Spack R (Eds) (1998) Negotiating academic literacies Mahwah NJ

Lawrence Erlbaum

574 TESOL QUARTERLY

a community-of-practice (COP) perspective (Lave amp Wenger 1991 Wenger1998) I analyzed how a group of L2 students1 from Japan negotiatedtheir participation and membership in their new academic communitiesin a Canadian university A longitudinal and in-depth investigation of thestudentsrsquo inner voices revealed how they negotiated their identities andexercised their personal agency to take ownership of their learning

THE STUDY OF ACADEMIC SOCIALIZATION

To examine how L2 learners are socialized into academic discoursescholars in applied linguistics have taken a variety of theoretical andmethodological approaches This area of research has at least two majororientations One is a product-oriented approach that focuses on identi-fying what learners need to know to participate competently in a givenacademic community A common type of product-oriented research usesa needs-analysis survey to find out what kinds of academic tasks areassigned in various disciplines and what academic and language skills arerequired to successfully complete those tasks (eg Ferris 1998 Ferris ampTagg 1996a 1996b) Another product-oriented approach which hasbeen popular in English for academic purposes is genre-based research(Swales 1990) Many studies employing this approach have traditionallyattempted to identify the specific linguistic and rhetorical conventions ofa disciplinary community that newcomers including L2 learners needto master (eg Swales amp Feak 1994) These lines of research tend totreat disciplinary socialization although often implicitly as a one-wayassimilation into a relatively stable academic community with fixed rulesand conventions

The other approach which is process oriented asks how students aresocialized Scholars taking this approach investigate the situated orsocially and temporally constructed process by which newcomers be-come socialized into academic discourses at various levels of schooling(eg Belcher 1994 Casanave 1992 1995 Duff 2001 2002 Harklau1999 2000 Morita 2000 Prior 1998 Spack 1997 Toohey 2000) Usingprimarily qualitative research researchers have shown that academicsocialization is not simply a matter of acquiring pregiven knowledge and

1 In this study I use terms such as L2 learnerstudent L2 international student and nonnativeEnglish speaker to refer to individuals who study in a language other than their first in anacademic setting Although I am aware that I risk stigmatizing or essentializing theseindividuals I use these labels to highlight the fact that the students are simultaneously learninga second language and academic contentpractices I use the terms also because they arecommonly used not only in the literature but also at this studyrsquos research site However thedescriptions of the focal students and their classroom experiences show that they aremultidimensional complex social beings






576 TESOL QUARTERLY











578 TESOL QUARTERLY





METHOD







Data Collection



580 TESOL QUARTERLY

TA

BL

E 1

Ove

rvie

w o

f C

ase

Stud

y P

arti

cipa

nts

LIS

AJU

NR

IEN

AN

AK

OE

MIK

OSH

IHO

Prog

ram

ME

d in

TE

SLM

Ed

in T

ESL

MA

in

edu

cati

onal

MA

in

edu

cati

onal

MA

in

Jap

anes

eM

A i

n J

apan

ese

stud

ies

stud

ies

lingu

isti

cslin

guis

tics

Age

2942

2723

2423

Gen

der

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Firs

t la

ngu

age

Japa

nes

eJa

pan

ese

Japa

nes

eJa

pan

ese

Japa

nes

eJa

pan

ese

Prev

ious

deg

rees

BA

MA

BA

BA

MA

BA

BA

BA

Prof

essi

onal

expe

rien

ce

Wen

t to

aJa

pan

ese

hig

hsc

hoo

l fo

rre

turn

ees

Kor

ean

cit

izen

bor

nan

d ra

ised

in

Jap

anT

ook

1 ye

ar l

eave

from

cur

ren

tte

ach

ing

job

Oth

er

Tea

ch J

apan

ese

outs

ide

Japa

nT

each

Jap

anes

eou

tsid

e Ja

pan

Stud

y at

doc

tora

lle

vel

in N

orth

Am

eric

a

Tea

ch a

t se

con

dary

or c

olle

ge l

evel

in

Japa

n

Go

back

to

curr

ent

teac

hin

g jo

b in

Japa

n

Tea

ch a

t co

llege

leve

l in

Jap

an s

tudy

at d

octo

ral

leve

l in

Nor

th A

mer

ica

Plan

aft

ergr

adua

tin

g

Liv

ed i

n K

orea

(age

2ndash6

) l

ived

and

wen

t to

sch

ool

in E

ngl

and

(age

10ndash

14)

Inte

nsi

ve E

SLpr

ogra

m in

En

glan

d (8

wee

ks)

Liv

ed a

nd

wen

t to

sch

ool

in C

anad

a(a

ge 6

ndash7)

Stud

ied

Ital

ian

in

Ital

y (4

wee

ks)

Too

k st

uden

ts t

oC

anad

a as

an

esc

ort

teac

her

(m

any

tim

es)

Inte

nsi

ve E

SLpr

ogra

m i

n U

nit

edSt

ates

(3

wee

ks)

Exp

erie

nce

outs

ide

Japa

n

Non

eH

igh

sch

ool

teac

her

of

EFL

in

Japa

n (

15

year

s)

Non

eH

igh

sch

ool

teac

her

of J

apan

ese

his

tory

in J

apan

(1

year

)

Hig

h s

choo

l te

ach

erof

EFL

in

Jap

an(1

6 ye

ars)

Hig

h s

choo

l te

ach

erof

EFL

in

Jap

an(3

yea

rs)



Analysis


TABLE 2

Summary of Database




student



different courses













participation

582 TESOL QUARTERLY







FINDINGS





584 TESOL QUARTERLY















586 TESOL QUARTERLY













588 TESOL QUARTERLY
















590 TESOL QUARTERLY











592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum






576 TESOL QUARTERLY











578 TESOL QUARTERLY





METHOD







Data Collection



580 TESOL QUARTERLY

TA

BL

E 1

Ove

rvie

w o

f C

ase

Stud

y P

arti

cipa

nts

LIS

AJU

NR

IEN

AN

AK

OE

MIK

OSH

IHO

Prog

ram

ME

d in

TE

SLM

Ed

in T

ESL

MA

in

edu

cati

onal

MA

in

edu

cati

onal

MA

in

Jap

anes

eM

A i

n J

apan

ese

stud

ies

stud

ies

lingu

isti

cslin

guis

tics

Age

2942

2723

2423

Gen

der

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Firs

t la

ngu

age

Japa

nes

eJa

pan

ese

Japa

nes

eJa

pan

ese

Japa

nes

eJa

pan

ese

Prev

ious

deg

rees

BA

MA

BA

BA

MA

BA

BA

BA

Prof

essi

onal

expe

rien

ce

Wen

t to

aJa

pan

ese

hig

hsc

hoo

l fo

rre

turn

ees

Kor

ean

cit

izen

bor

nan

d ra

ised

in

Jap

anT

ook

1 ye

ar l

eave

from

cur

ren

tte

ach

ing

job

Oth

er

Tea

ch J

apan

ese

outs

ide

Japa

nT

each

Jap

anes

eou

tsid

e Ja

pan

Stud

y at

doc

tora

lle

vel

in N

orth

Am

eric

a

Tea

ch a

t se

con

dary

or c

olle

ge l

evel

in

Japa

n

Go

back

to

curr

ent

teac

hin

g jo

b in

Japa

n

Tea

ch a

t co

llege

leve

l in

Jap

an s

tudy

at d

octo

ral

leve

l in

Nor

th A

mer

ica

Plan

aft

ergr

adua

tin

g

Liv

ed i

n K

orea

(age

2ndash6

) l

ived

and

wen

t to

sch

ool

in E

ngl

and

(age

10ndash

14)

Inte

nsi

ve E

SLpr

ogra

m in

En

glan

d (8

wee

ks)

Liv

ed a

nd

wen

t to

sch

ool

in C

anad

a(a

ge 6

ndash7)

Stud

ied

Ital

ian

in

Ital

y (4

wee

ks)

Too

k st

uden

ts t

oC

anad

a as

an

esc

ort

teac

her

(m

any

tim

es)

Inte

nsi

ve E

SLpr

ogra

m i

n U

nit

edSt

ates

(3

wee

ks)

Exp

erie

nce

outs

ide

Japa

n

Non

eH

igh

sch

ool

teac

her

of

EFL

in

Japa

n (

15

year

s)

Non

eH

igh

sch

ool

teac

her

of J

apan

ese

his

tory

in J

apan

(1

year

)

Hig

h s

choo

l te

ach

erof

EFL

in

Jap

an(1

6 ye

ars)

Hig

h s

choo

l te

ach

erof

EFL

in

Jap

an(3

yea

rs)



Analysis


TABLE 2

Summary of Database




student



different courses













participation

582 TESOL QUARTERLY







FINDINGS





584 TESOL QUARTERLY















586 TESOL QUARTERLY













588 TESOL QUARTERLY
















590 TESOL QUARTERLY











592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum






578 TESOL QUARTERLY





METHOD







Data Collection



580 TESOL QUARTERLY

TA

BL

E 1

Ove

rvie

w o

f C

ase

Stud

y P

arti

cipa

nts

LIS

AJU

NR

IEN

AN

AK

OE

MIK

OSH

IHO

Prog

ram

ME

d in

TE

SLM

Ed

in T

ESL

MA

in

edu

cati

onal

MA

in

edu

cati

onal

MA

in

Jap

anes

eM

A i

n J

apan

ese

stud

ies

stud

ies

lingu

isti

cslin

guis

tics

Age

2942

2723

2423

Gen

der

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Firs

t la

ngu

age

Japa

nes

eJa

pan

ese

Japa

nes

eJa

pan

ese

Japa

nes

eJa

pan

ese

Prev

ious

deg

rees

BA

MA

BA

BA

MA

BA

BA

BA

Prof

essi

onal

expe

rien

ce

Wen

t to

aJa

pan

ese

hig

hsc

hoo

l fo

rre

turn

ees

Kor

ean

cit

izen

bor

nan

d ra

ised

in

Jap

anT

ook

1 ye

ar l

eave

from

cur

ren

tte

ach

ing

job

Oth

er

Tea

ch J

apan

ese

outs

ide

Japa

nT

each

Jap

anes

eou

tsid

e Ja

pan

Stud

y at

doc

tora

lle

vel

in N

orth

Am

eric

a

Tea

ch a

t se

con

dary

or c

olle

ge l

evel

in

Japa

n

Go

back

to

curr

ent

teac

hin

g jo

b in

Japa

n

Tea

ch a

t co

llege

leve

l in

Jap

an s

tudy

at d

octo

ral

leve

l in

Nor

th A

mer

ica

Plan

aft

ergr

adua

tin

g

Liv

ed i

n K

orea

(age

2ndash6

) l

ived

and

wen

t to

sch

ool

in E

ngl

and

(age

10ndash

14)

Inte

nsi

ve E

SLpr

ogra

m in

En

glan

d (8

wee

ks)

Liv

ed a

nd

wen

t to

sch

ool

in C

anad

a(a

ge 6

ndash7)

Stud

ied

Ital

ian

in

Ital

y (4

wee

ks)

Too

k st

uden

ts t

oC

anad

a as

an

esc

ort

teac

her

(m

any

tim

es)

Inte

nsi

ve E

SLpr

ogra

m i

n U

nit

edSt

ates

(3

wee

ks)

Exp

erie

nce

outs

ide

Japa

n

Non

eH

igh

sch

ool

teac

her

of

EFL

in

Japa

n (

15

year

s)

Non

eH

igh

sch

ool

teac

her

of J

apan

ese

his

tory

in J

apan

(1

year

)

Hig

h s

choo

l te

ach

erof

EFL

in

Jap

an(1

6 ye

ars)

Hig

h s

choo

l te

ach

erof

EFL

in

Jap

an(3

yea

rs)



Analysis


TABLE 2

Summary of Database




student



different courses













participation

582 TESOL QUARTERLY







FINDINGS





584 TESOL QUARTERLY















586 TESOL QUARTERLY













588 TESOL QUARTERLY
















590 TESOL QUARTERLY











592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum




Data Collection



580 TESOL QUARTERLY

TA

BL

E 1

Ove

rvie

w o

f C

ase

Stud

y P

arti

cipa

nts

LIS

AJU

NR

IEN

AN

AK

OE

MIK

OSH

IHO

Prog

ram

ME

d in

TE

SLM

Ed

in T

ESL

MA

in

edu

cati

onal

MA

in

edu

cati

onal

MA

in

Jap

anes

eM

A i

n J

apan

ese

stud

ies

stud

ies

lingu

isti

cslin

guis

tics

Age

2942

2723

2423

Gen

der

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Firs

t la

ngu

age

Japa

nes

eJa

pan

ese

Japa

nes

eJa

pan

ese

Japa

nes

eJa

pan

ese

Prev

ious

deg

rees

BA

MA

BA

BA

MA

BA

BA

BA

Prof

essi

onal

expe

rien

ce

Wen

t to

aJa

pan

ese

hig

hsc

hoo

l fo

rre

turn

ees

Kor

ean

cit

izen

bor

nan

d ra

ised

in

Jap

anT

ook

1 ye

ar l

eave

from

cur

ren

tte

ach

ing

job

Oth

er

Tea

ch J

apan

ese

outs

ide

Japa

nT

each

Jap

anes

eou

tsid

e Ja

pan

Stud

y at

doc

tora

lle

vel

in N

orth

Am

eric

a

Tea

ch a

t se

con

dary

or c

olle

ge l

evel

in

Japa

n

Go

back

to

curr

ent

teac

hin

g jo

b in

Japa

n

Tea

ch a

t co

llege

leve

l in

Jap

an s

tudy

at d

octo

ral

leve

l in

Nor

th A

mer

ica

Plan

aft

ergr

adua

tin

g

Liv

ed i

n K

orea

(age

2ndash6

) l

ived

and

wen

t to

sch

ool

in E

ngl

and

(age

10ndash

14)

Inte

nsi

ve E

SLpr

ogra

m in

En

glan

d (8

wee

ks)

Liv

ed a

nd

wen

t to

sch

ool

in C

anad

a(a

ge 6

ndash7)

Stud

ied

Ital

ian

in

Ital

y (4

wee

ks)

Too

k st

uden

ts t

oC

anad

a as

an

esc

ort

teac

her

(m

any

tim

es)

Inte

nsi

ve E

SLpr

ogra

m i

n U

nit

edSt

ates

(3

wee

ks)

Exp

erie

nce

outs

ide

Japa

n

Non

eH

igh

sch

ool

teac

her

of

EFL

in

Japa

n (

15

year

s)

Non

eH

igh

sch

ool

teac

her

of J

apan

ese

his

tory

in J

apan

(1

year

)

Hig

h s

choo

l te

ach

erof

EFL

in

Jap

an(1

6 ye

ars)

Hig

h s

choo

l te

ach

erof

EFL

in

Jap

an(3

yea

rs)



Analysis


TABLE 2

Summary of Database




student



different courses













participation

582 TESOL QUARTERLY







FINDINGS





584 TESOL QUARTERLY















586 TESOL QUARTERLY













588 TESOL QUARTERLY
















590 TESOL QUARTERLY











592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum

580 TESOL QUARTERLY

TA

BL

E 1

Ove

rvie

w o

f C

ase

Stud

y P

arti

cipa

nts

LIS

AJU

NR

IEN

AN

AK

OE

MIK

OSH

IHO

Prog

ram

ME

d in

TE

SLM

Ed

in T

ESL

MA

in

edu

cati

onal

MA

in

edu

cati

onal

MA

in

Jap

anes

eM

A i

n J

apan

ese

stud

ies

stud

ies

lingu

isti

cslin

guis

tics

Age

2942

2723

2423

Gen

der

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Fem

ale

Firs

t la

ngu

age

Japa

nes

eJa

pan

ese

Japa

nes

eJa

pan

ese

Japa

nes

eJa

pan

ese

Prev

ious

deg

rees

BA

MA

BA

BA

MA

BA

BA

BA

Prof

essi

onal

expe

rien

ce

Wen

t to

aJa

pan

ese

hig

hsc

hoo

l fo

rre

turn

ees

Kor

ean

cit

izen

bor

nan

d ra

ised

in

Jap

anT

ook

1 ye

ar l

eave

from

cur

ren

tte

ach

ing

job

Oth

er

Tea

ch J

apan

ese

outs

ide

Japa

nT

each

Jap

anes

eou

tsid

e Ja

pan

Stud

y at

doc

tora

lle

vel

in N

orth

Am

eric

a

Tea

ch a

t se

con

dary

or c

olle

ge l

evel

in

Japa

n

Go

back

to

curr

ent

teac

hin

g jo

b in

Japa

n

Tea

ch a

t co

llege

leve

l in

Jap

an s

tudy

at d

octo

ral

leve

l in

Nor

th A

mer

ica

Plan

aft

ergr

adua

tin

g

Liv

ed i

n K

orea

(age

2ndash6

) l

ived

and

wen

t to

sch

ool

in E

ngl

and

(age

10ndash

14)

Inte

nsi

ve E

SLpr

ogra

m in

En

glan

d (8

wee

ks)

Liv

ed a

nd

wen

t to

sch

ool

in C

anad

a(a

ge 6

ndash7)

Stud

ied

Ital

ian

in

Ital

y (4

wee

ks)

Too

k st

uden

ts t

oC

anad

a as

an

esc

ort

teac

her

(m

any

tim

es)

Inte

nsi

ve E

SLpr

ogra

m i

n U

nit

edSt

ates

(3

wee

ks)

Exp

erie

nce

outs

ide

Japa

n

Non

eH

igh

sch

ool

teac

her

of

EFL

in

Japa

n (

15

year

s)

Non

eH

igh

sch

ool

teac

her

of J

apan

ese

his

tory

in J

apan

(1

year

)

Hig

h s

choo

l te

ach

erof

EFL

in

Jap

an(1

6 ye

ars)

Hig

h s

choo

l te

ach

erof

EFL

in

Jap

an(3

yea

rs)



Analysis


TABLE 2

Summary of Database




student



different courses













participation

582 TESOL QUARTERLY







FINDINGS





584 TESOL QUARTERLY















586 TESOL QUARTERLY













588 TESOL QUARTERLY
















590 TESOL QUARTERLY











592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum



Analysis


TABLE 2

Summary of Database




student



different courses













participation

582 TESOL QUARTERLY







FINDINGS





584 TESOL QUARTERLY















586 TESOL QUARTERLY













588 TESOL QUARTERLY
















590 TESOL QUARTERLY











592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum

582 TESOL QUARTERLY







FINDINGS





584 TESOL QUARTERLY















586 TESOL QUARTERLY













588 TESOL QUARTERLY
















590 TESOL QUARTERLY











592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum


FINDINGS





584 TESOL QUARTERLY















586 TESOL QUARTERLY













588 TESOL QUARTERLY
















590 TESOL QUARTERLY











592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum

584 TESOL QUARTERLY















586 TESOL QUARTERLY













588 TESOL QUARTERLY
















590 TESOL QUARTERLY











592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum









586 TESOL QUARTERLY













588 TESOL QUARTERLY
















590 TESOL QUARTERLY











592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum








588 TESOL QUARTERLY
















590 TESOL QUARTERLY











592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum







590 TESOL QUARTERLY











592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum







592 TESOL QUARTERLY












594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum






594 TESOL QUARTERLY









TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum


TA

BL

E 3

Sum

mar

y of

Cas

e St

udy

Exa

mpl

es

Stud

ent

LIS

AN

AN

AK

OR

IE

Part

icip

atio

n(o

bser

ved

byre

sear

cher

re

port

ed b

yst

uden

ts)

All

cour

ses

bullR

elat

ive

sile

nce

in

wh

ole

clas

sdi

scus

sion

sbull

Incr

easi

ngl

y ac

tive

par

tici

pati

on i

nsm

all

grou

p di

scus

sion

s

bullC

ours

es E

an

d F

rel

ativ

e si

len

ce i

nbo

th w

hol

e-cl

ass

and

smal

l gr

oup

disc

ussi

ons

bullC

ours

e G

alm

ost

com

plet

e si

len

ce

bullC

ours

e J

act

ive

and

mea

nin

gful

part

icip

atio

nbull

Cou

rse

F n

ot b

ein

g ab

le t

opa

rtic

ipat

e ac

tive

ly o

r m

ean

ingf

ully

Mai

n c

hal

len

ges

(mai

nly

rep

orte

d by

stud

ents

)

Not

bei

ng

able

to

con

trib

ute

todi

scus

sion

s (p

arti

cula

rly

wh

ole

clas

sdi

scus

sion

s) a

s m

uch

as

she

desi

red

for

ava

riet

y of

rea

son

s

All

cour

ses

bullU

nfa

mili

ar o

r th

eore

tica

l co

urse

con

ten

tbull

Not

ful

ly f

ollo

win

g cl

ass

disc

ussi

ons

bullC

opin

g w

ith

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

no

maj

or c

hal

len

ges

bullC

ours

e F

un

fam

iliar

an

d th

eore

tica

lco

nte

nt

bein

g ldquom

ostl

y ig

nor

edrdquo

incl

ass

disc

ussi

ons

Posi

tion

alit

ies

rol

es

stat

uses

(re

al o

rpe

rcei

ved

byst

uden

ts

inte

rpre

ted

byre

sear

cher

)

bullR

elat

ivel

y pe

riph

eral

sta

tus

beca

use

ofm

inim

al p

arti

cipa

tion

bullPe

rcei

ved

role

as

less

com

pete

nt

mem

ber

par

ticu

larl

y in

ter

ms

oflin

guis

tic

com

pete

nce

bullC

ours

e E

per

iph

eral

sta

tus

ide

nti

tyas

ldquoth

e le

ast

expe

rien

ced

mem

berrdquo

ro

le a

s ldquoc

ultu

ral

outs

ider

rdquobull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nce

gro

uprdquo

bullC

ours

e G

out

side

rm

argi

nal

sta

tus

bullC

ours

e J

rel

ativ

ely

com

pete

nt

valu

edm

embe

rbull

Cou

rse

F m

argi

nal

sta

tus

mem

ber

ofldquot

he

sile

nt

grou

prdquobull

Cou

rse

F r

ole

impo

sed

as ldquo

non

-E

ngl

ish

spe

aker

rdquo

Neg

otia

tion

sst

rate

gies

per

son

altr

ansf

orm

atio

n(r

epor

ted

byst

uden

ts s

omet

imes

obse

rved

by

rese

arch

er

inte

rpre

ted

byre

sear

cher

)

bullSt

ron

g de

sire

to

con

trib

ute

todi

scus

sion

s as

com

pete

nt

and

resp

onsi

ble

part

icip

ant

bullFe

ar o

f be

ing

con

stru

cted

as

less

com

pete

nt

by m

akin

g E

ngl

ish

mis

take

sbull

Use

of

vari

ous

stra

tegi

es t

o im

prov

eor

al s

kills

an

d pa

rtic

ipat

ion

bullG

radu

ally

gai

nin

g se

lf-c

onfi

den

cebull

Incr

ease

d to

lera

nce

of

her

per

ceiv

edlim

ited

En

glis

h o

r pe

rfor

man

cebull

Ch

angi

ng

iden

tity

as

an E

ngl

ish

spea

ker

(fro

m n

egat

ive

to m

ore

posi

tive

vie

w o

f n

onn

ativ

e sp

eake

rs)

bullA

ll co

urse

s f

ear

of b

ein

g vi

ewed

as

less

com

pete

nt

or ldquo

less

in

telli

gen

trdquobe

caus

e of

lim

ited

En

glis

h o

r si

len

ce

sile

nce

as

face

-sav

ing

stra

tegy

bullC

ours

e E

see

kin

g su

ppor

t fr

omin

stru

ctor

an

d ga

inin

g n

ew i

nsi

ghts

into

her

rol

esrarr

chan

gin

g at

titu

deto

war

d h

er p

arti

cipa

tion

an

dso

cial

izat

ion

bullC

ours

e F

see

kin

g su

ppor

t fr

omin

stru

ctor

(un

succ

essf

ul)

bullC

ours

es F

an

d G

sile

nce

an

dw

ith

draw

al a

s co

pin

g st

rate

gy a

nd

asco

vert

res

ista

nce

to

mar

gin

alit

y

bullC

ours

e J

bei

ng

con

stru

cted

as

valu

edm

embe

r by

con

trib

utin

g un

ique

pers

onal

kn

owle

dge

and

expe

rien

ces

and

rece

ivin

g po

siti

ve f

eedb

ack

bullC

ours

e F

act

ivel

y re

sist

ing

mar

gin

alpo

siti

on (

eg

exp

ress

ing

her

nee

ds a

sL

2 sp

eake

r or

in

tern

atio

nal

stu

den

t in

clas

s n

egot

iati

ng

role

s s

tatu

ses

an

dpo

wer

wit

h i

nst

ruct

or b

y e-

mai

l) b

utm

argi

nal

sta

tus

did

not

chan

gerarr

copi

ng

by c

han

gin

g h

erle

arn

ing

appr

oach

(a

form

of

non

part

icip

atio

n)

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum

596 TESOL QUARTERLY

DISCUSSION







598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum





598 TESOL QUARTERLY










600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum





600 TESOL QUARTERLY

ACKNOWLEDGMENTS


THE AUTHOR


REFERENCES






































602 TESOL QUARTERLY































Lawrence Erlbaum

























602 TESOL QUARTERLY































Lawrence Erlbaum







Lawrence Erlbaum