Student to Scholar: Learning Experiences of International Students

Authors

  • Yolanda Michelle Palmer University of Saskatchewan

DOI:

https://doi.org/10.32674/jis.v6i1.489

Keywords:

International Students, Academic Language and Literacy, Triple Learning

Abstract

The author discusses the learning experiences and processes of selected international graduate students within a Canadian university as they progressed from student to scholar. Inspired by social learning theorists Lave and Wenger’s (1991) notion of apprentice to masters in situated learning and communities of practice, the student to scholar framework sheds new light on the phenomenon of being an international graduate student. The arguments within the paper counter traditional views of learning as occurring solely through classroom engagements and offers that international graduate students learn and achieve “scholar” status through situated practice, professor mentoring and triple learning. Data were captured through observations and in-depth phenomenological and semistructured interviews.

Author Biography

Yolanda Michelle Palmer, University of Saskatchewan

YOLANDA PALMER, PhD, is the Coordinator of Graduate Student Research in the College of Education at the University of Saskatchewan, Canada. Her areas of research include internationalization and higher education, transcultural academic literacies, multilingual and multicultural education, pedagogies of language, triple learning.

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Published

2016-01-01

How to Cite

Palmer, Y. M. (2016). Student to Scholar: Learning Experiences of International Students. Journal of International Students, 6(1), 216–240. https://doi.org/10.32674/jis.v6i1.489

Issue

Section

Research Articles