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Challenges and problems of overseas Chinese students socializing into international academic settings

This article explores challenges and problems that overseas Chinese students are encountered: the first language (L1) cognitive functioning norms which differ from those of the second language (L2) are hypothesized to significantly affect their L2 socialization in academic settings. Theories on L2 socialization are drawn to analyze factors, namely, negotiating competence, identities and power relations that hinder students from successfully being involved into alien discourse communities. The in-class observations at University of British Columbia and six-year-English-teaching-abroad experience for both overseas Chinese students and international students were collected as research data to extend an understanding of L2 socialization across post-secondary settings. The study indicates that L2 socialization is not a simply one-way assimilation or acculturation but a complex dynamic process of reconstructing personal agency and competence to be recognized as legitimate and competent members of the globally internationalized academic circumstances.