Disciplinary Enculturation Experiences of Three Korean Students in U.S.-Based MATESOL Programs

Abstract

This study examined the disciplinary enculturation experiences of three Korean students in U.S.-based Master of Arts in Teaching English to Speakers of Other Languages (MATESOL) programs. Guided by theories of situated learning (Lave & Wenger, 1991 Lave, J. and Wenger, E. 1991. Situated learning: Legitimate peripheral participation, New York, NY: Cambridge University Press. [Crossref] , [Google Scholar]; Wenger, 1998 Wenger, E. 1998. Communities of practice: Learning, meaning, and identity, New York, NY: Cambridge University Press. [Crossref] , [Google Scholar]) and social identities (Block, 2007 Block, D. 2007. Second language identities, New York, NY: Continuum. [Google Scholar]; Clarke, 2008 Clarke, M. 2008. Language teacher identities: Co-constructing discourse and community, Clevedon, UK: Multilingual Matters. [Crossref] , [Google Scholar]; Norton, 2009 Norton, B. 2009. “Language and identity”. In Sociolinguistics and language education, Edited by: Hornberger, N. H. and McKay, S. L. 349–369. Bristol, UK: Multilingual Matters. [Google Scholar]), and largely drawn from in-depth interview data, this study discovered key factors that affect students' disciplinary enculturation experiences. Findings suggest that students' different participation modes resulted from the negotiation of their new social identities and meaning-making in their MATEOL academic Communities of Practice (CoP). However, the degree of their engagement embodied in the form of peripheral participation or nonparticipation was influenced by multiple factors, including supportive networks and institutional support. These findings imply that creating a space where international students (re)position themselves as contributing and legitimate members takes the mutual efforts of TESOL graduate CoP and international students.

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