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: Paperback / softback
Length: 197 pages
Publication date: 02 July 2022
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.

Methodology:
This longitudinal qualitative study was conducted over a period of one year. Nine Mainland Chinese students were recruited through purposive sampling and participated in semi-structured interviews, focus group discussions, and classroom observations. The interviews were conducted in Mandarin Chinese, and the data were analyzed using thematic analysis.

Findings:
The findings of this study revealed that the school-university transition is particularly challenging for students going through a cross-border transition at the same time. These students faced a range of issues, including linguistic and cultural adjustment, academic pressure, and social isolation. In addition, they struggled with managing their personal lives, academic learning, and English learning, all of which are critical components of autonomy.

Discussion:
The findings of this study suggest that the school-university transition is a complex process that requires a comprehensive approach to support. Educators at both the secondary and post-secondary levels should work together to help students bridge the gap between school and university, and thus advance along the continuum of autonomy more smoothly. This can be achieved through a range of strategies, such as providing transitional support programs, offering language and cultural support, and promoting student-centered learning approaches.

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 adopting the perspective of autonomy can help educators better understand student transitions and provide more appropriate support. By working together, educators can help students bridge the gap between school and university, and thus advance along the continuum of autonomy more smoothly.

Weight: 343g
Dimension: 235 x 155 (mm)
ISBN-13: 9789811607981
Edition number: 1st ed. 2021