Chinese Students’ Experiences Transitioning from an Intensive English Program to a U.S. University
DOI:
https://doi.org/10.32674/jis.v10i4.1191Keywords:
acculturation, Chinese Students, intercultural communication, intensive English programs, pathway programsAbstract
The purpose of this study was to explore the experiences of former intensive English program (IEP) Chinese students by concurrently examining national origin, language problems, forms of capital, culture shock, and institutional programming using qualitative case study methods. The findings give us insights into the students’ sociocultural and academic transitions, which have implications for intensive English program and university recruitment, admissions, instruction, student support, and programming.
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