Intercultural communication between Chinese college students and foreign teachers through the English corner at an elite language university in Shanghai |
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| Affiliation: | 1. School of Education, Shanghai International Studies University, Shanghai, People’s Republic of China;2. Graduate School of Education, University of Pennsylvania, Philadelphia, PA, USA;3. School of Economics and Finance, Shanghai International Studies University, People''s Republic of China;1. Department of Psychology, Bursa Uludağ University, Bursa, Turkey;2. Department of Psychology, Çanakkale Onsekiz Mart University, Çanakkale, Turkey;3. Department of Psychology, Middle East Technical University, Ankara, Turkey;1. Department of Psychology, Virginia Commonwealth University, USA;2. School of Public Health, Brown University, USA;3. School of Social Work, University of Pittsburgh, USA;4. Department of Psychological Sciences, William & Mary, USA;5. Department of Psychiatry, Harvard Medical School, USA;1. Jagiellonian University, Institute of Psychology, Cracow, Poland;2. Jagiellonian University, Institute of Sociology, Cracow, Poland |
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| Abstract: | This paper uses an ethnographic approach and draws critical pedagogical and sociolinguistic insights from Pierre Bourdieu to explore Chinese college students’ participation in an English Corner program at an elite language university in Shanghai. Accordingly, this paper promotes scholarly conversations about intercultural communication between Chinese college students and foreign teachers from English-speaking countries. By underpinning the concepts of intercultural capital, this paper analyzes these themes: (a) linguistic habitus and capital in the stratified field of elite language education; (b) articulating English proficiency; (c) bridging cultural distance and improving intercultural competence; and (d) personal growth and professional development. This paper critically interprets Chinese college students’ benefits and mutual relationships with foreign faculty from English-Speaking Countries; how they cultivated intercultural capital in the field of elite education beyond linguistic capital, how they strove to maintain their accumulated capital to secure better career prospects, and what the roles of international faculty should be. |
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| Keywords: | Elite language education Linguistic capital Intercultural capital International faculty Ethnography |
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