First Year in a Multilingual University: Double Transitions

This book reports on a longitudinal qualitative study investigating the major issues faced by nine Mainland Chinese students during their first year at a Hong Kong university from the perspective of learner autonomy. It argues that the school–university transition is especially challenging for students going through a cross-border transition at the same time, which usually involves a linguistic and cultural adjustment and challenges their autonomy in managing their personal lives, academic learning, and English learning. Adopting the perspective of autonomy enables us to better understand student transitions and provide more appropriate support.

Format: Hardback
Length: 197 pages
Publication date: 01 July 2021
Publisher: Springer Verlag, Singapore

Although both school-university transitions and cross-border transitions have been widely explored, comparatively little research has been conducted on those students who undergo both transitions at the same time. This book reports on a longitudinal qualitative study investigating the major issues faced by nine Mainland Chinese students during their first year at a Hong Kong university from the perspective of learner autonomy. It argues that the school-university transition is especially challenging for students going through a cross-border transition at the same time, which usually involves a linguistic and cultural adjustment, and challenges their autonomy in three domains: managing their personal lives; academic learning; and English learning. Adopting the perspective of autonomy enables us to better understand student transitions so that more appropriate support can be provided for this group. Given its scope, the book offers a valuable asset for educators at both the secondary and post-secondary levels, and underscores the need to help students bridge the gap between school and university, and thus advance along the continuum of autonomy more smoothly. It also has practical implications for students who are studying or intend to study abroad.

Introduction:
The school-university transition is a critical period in a student's academic journey, marked by significant changes in academic expectations, social dynamics, and personal development. While much attention has been paid to this transition, relatively little research has focused on students who undergo both transitions simultaneously, namely, those who transition from school to university while also crossing borders. This book aims to address this gap in research by examining the experiences of nine Mainland Chinese students during their first year at a Hong Kong university from the perspective of learner autonomy.

Background:
China has experienced a rapid economic growth in recent decades, leading to an increase in the number of students pursuing higher education abroad. Hong Kong, as a Special Administrative Region of China, has become a popular destination for Mainland Chinese students seeking to expand their academic horizons and gain international exposure. However, the school-university transition can be particularly challenging for students who are also transitioning across borders, as they face additional cultural, linguistic, and academic challenges.

Research Methodology:
This study employed a longitudinal qualitative approach, which involved conducting in-depth interviews with nine Mainland Chinese students during their first year at a Hong Kong university. The interviews were conducted in Mandarin Chinese and were recorded and transcribed verbatim. The data were analyzed using thematic analysis, which allowed for the identification of common themes and patterns across the participants' experiences.

Findings:
The findings of this study revealed that the school-university transition is indeed challenging for students going through a cross-border transition at the same time. The participants reported a range of issues, including language barriers, cultural differences, and academic pressure. They also highlighted the importance of autonomy in helping them navigate these challenges and achieve their academic goals.

Learner Autonomy:
Learner autonomy is a concept that emphasizes the importance of students taking ownership of their learning and developing the skills and knowledge necessary to succeed in their academic and personal lives. In this study, the participants expressed a strong desire for autonomy in managing their personal lives, academic learning, and English learning. They believed that autonomy would enable them to better adapt to the new environment, develop their independence, and make meaningful contributions to their university community.

Challenges to Autonomy:
However, the participants also faced several challenges to autonomy, including language barriers, cultural differences, and academic pressure. Language barriers were particularly significant, as the participants struggled to communicate effectively with their professors and classmates, which affected their ability to participate in class and engage in academic discussions. Cultural differences were also a challenge, as the participants had to adapt to a new way of life and a different cultural mindset. Academic pressure was another challenge, as the participants were expected to perform well in their studies and meet high academic standards.

Support for Autonomy:
To support autonomy, the participants suggested that universities should provide language support, cultural orientation programs, and academic counseling services. They also emphasized the importance of self-motivation and self-discipline, as well as the development of effective study skills and time management strategies.

Conclusion:
In conclusion, this book reports on a longitudinal qualitative study investigating the major issues faced by nine Mainland Chinese students during their first year at a Hong Kong university from the perspective of learner autonomy. The findings of this study suggest that the school-university transition is especially challenging for students going through a cross-border transition at the same time, and that autonomy is an important factor in helping them navigate these challenges and achieve their academic goals. By adopting the perspective of autonomy, educators can better understand student transitions and provide more appropriate support for this group. This book also has practical implications for students who are studying or intend to study abroad, as it underscores the need to help students bridge the gap between school and university and advance along the continuum of autonomy more smoothly.

Weight: 500g
Dimension: 235 x 155 (mm)
ISBN-13: 9789811607950
Edition number: 1st ed. 2021