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I came, but I’m lost: Learning stories of three Chinese international students in Canada
16 references·4 citing·30 second hop
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 2002The Forms of Capital13,914 cited
  • 1986Actual Minds, Possible Worlds8,655 cited
  • 1986Actual Minds, Possible Worlds.6,608 cited
  • 1995Narrative configuration in qualitative analysis3,945 cited
  • 1995Social Identity, Investment, and Language Learning2,875 cited
  • 1994Transforming Qualitative Data: Description, Analysis, and Interpretation2,827 cited
  • 2000Identity and language learning : gender, ethnicity and educational change2,039 cited
  • 2001Identity and Language Learning: Gender, Ethnicity and Educational Change1,799 cited
  • 1987Actual Minds, Possible Worlds1,489 cited
  • 2014Cultural identity and diaspora1,359 cited
  • 2011Identity, language learning, and social change1,168 cited
  • 2005Language and Identity1,138 cited
  • 2007Autobiographic Narratives as Data in Applied Linguistics1,015 cited
  • 1998The State Nobility: Elite Schools in the Field of Power950 cited

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Cited by

  • 2019Exploring Oral English Learning Motivation in Chinese International Students with Low Oral English Proficiency33 cited
  • 2019Treading on a Foreign Land: A Multiple Case Study of Chinese International Students’ Academic Acculturation Experiences15 cited
  • 2018From Class Assignment to Friendship: Enhancing the Intercultural Competence of Domestic and International Students through Experiential Learning15 cited
  • 2019The sound of silence: A musically enhanced narrative inquiry into the academic acculturation stories of Chinese international students with low spoken English proficiency13 cited