Browsing by Author "Lin, Shumin"

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Circulating Discourses of Minority Education: The Linguistic Construction of Modernity in Globalizing Taiwan
(2015-03-01)
Lin, Shumin
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英語教學研究所
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Institute of Teaching English to speakers of other Languages
Drawing on 15 months of fieldwork in Taiwan, this article analyzes circulating discourses and practices across heterogeneous scales that conflate Taiwanese minority-language elders with foreign brides as nonmodern and childlike. The assiduous production and reproduction of historically and geographically displaced linguistic Others is part and parcel of the production of Taiwan's modern 21st-century identity. Through this construction of the linguistic Other, Taiwan asserts itself as an already modern society.
Correlates of Self-Rated Health and Self-Rated Mental Health in Older Chinese Americans
(2016)
Jang, Yuri
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Huang, Ya-Ching
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Yoon, Hyunwoo
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Lin, Shumin
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英語教學研究所
The present study examined the factors associated with self-rated health (SRH) and self-rated mental health (SRMH) in a sample of 108 older Chinese Americans (Mean(Age)=70.6, SD=7.70). SRH and SRMH were highly associated with each other. In the multiple regression models, chronic conditions and functional disability emerged as significant predictors of poor SRH and SRMH. However, the significance of depressive symptoms was only obtained in the model of SRMH. The findings reflect the body-mind connection among older Chinese Americans and provide implications for integrative health promotion efforts.
Getting on board: Organizational socialization and the contribution of social capital
(2013-03-01)
Korte, Russell
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Lin, Shumin
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英語教學研究所
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語言教學與研究中心
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Institute of Teaching English to speakers of other Languages
When starting a new job, newcomers strive to learn the tasks and expectations of their work, decipher the unwritten rules or norms of the culture, and achieve membership in the organization. The literature on the socialization of newcomers in organizations typically links success to the ability of the newcomer to learn to fit in. Yet recent empirical studies identified coworkers and managers as sharing the responsibility for successful socialization. The purpose of this study was to investigate the orientation and socialization processes (also known as onboarding) from the broader perspective of social capital. The concept of social capital generally describes the value and resources of social relations and network ties afforded to members of social networks or groups. Through a set of in-depth interviews with newly hired engineers in a large manufacturing organization, newcomers reported how they learned about and integrated into the social networks that made up their workplace. Overall, it was the quality of the relationships newcomers formed with coworkers and managers that was the primary driver of socialization outcomes.
Negotiating language choice in multilingual lab meetings: voices from domestic and international students in Taiwan
(1970-01-01)
Lin, Shumin
;
英語教學研究所
;
Institute of Teaching English to speakers of other Languages
This article examines language practice in international higher education (HE) in non-Anglophone countries, with a focus on language choice and negotiation in engineering and science lab meetings among culturally and linguistically diverse students and professors. Analyses of 53 in-depth interviews with students and professors in a research university in Taiwan show that the professors addressed the linguistic diversity among domestic and international students by imposing an English policy or having an open policy for the lab meetings. Whatever the policy is, the language choice was subject to constant negotiations among all lab members, leading to dynamic flows and configurations of translanguaging. The language choice and negotiation is embedded in the local-global tensions in that local students' language preference is the local language Chinese, while international students' language preference is the global lingua franca English. The study suggests that multilingual multimodal academic communication in international HE is natural but not all language choices are equally inclusive and conducive to learning for all members. This study has provided a comprehensive picture and nuanced analyses of language choice in multilingual lab meetings. Future research with discourse data would enrich the present findings to further explicate optimal translanguaging practices in international HE.
The Role of Psychosocial and Cultural Factors as Correlates of Depressive Symptoms in Chinese-American Older Adults
(2014-03-15)
Lin, Shumin
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Liu, Jielin
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Jang, Yuri
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英語教學研究所
;
Institute of Teaching English to speakers of other Languages
Building upon the literature showing the negative impact of physical health constraints on depressive symptoms, this study examined the role of health and psychosocial and cultural factors as correlates of depressive symptoms in community-dwelling Chinese-American older adults. Data were drawn from surveys with 108 older Chinese Americans living in the Tampa and Orlando areas of Florida (M age = 70.6 years, SD=7.70). Results from hierarchical regression analysis suggest the importance of chronic health conditions and functional status as correlates of depressive symptoms. In addition, high levels of sense of mastery and acculturation were also found to be significant. Findings highlight the importance of psychosocial and cultural factors and suggest that such factors need to be considered in efforts to promote the mental health of ethnic minority older adults. Limitations and clinical implications of the findings are discussed.
"Then you can ride the scooter to run away!' Gender positioning of marriage-migrants in adult Mandarin education in Taiwan
(2018-01-01)
Lin, Shumin
;
英語教學研究所
;
Institute of Teaching English to speakers of other Languages
This study aimed to explore how gender restructuring might interact with immigrant second language (L2) learning in the new trends of feminized marriage migration in Asia, using Mandarin-language education in Taiwan as a case study. Drawing on positioning theory to analyze classroom discourse in a Mandarin-language class for marriage-migrants, this paper shows how the societal gendered expectations of marriage-migrants are concretely manifested and discursively negotiated in the classroom. As the teacher interactively positioned students as runaways, potential transgressors of chaste womanhood, and unfit mothers, the focal student reflectively positioned herself as an autonomous woman, capable mother, avid language learner, and multilingual speaker. By focusing on the dynamic negotiations of gender positionings in the language classroom for marriage-migrants in Asia, this study extends current research on immigrant L2 education to examine the nexus of globalization, transnational marriage migration, gender, and adult immigrant education.
To speak or not to speak in the new Taiwanese university: class participation and identity construction in linguistically and culturally diverse graduate classrooms
(2018-01-01)
Lin, Shumin
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英語教學研究所
;
Institute of Teaching English to speakers of other Languages
In order to internationalize higher education, universities across Asia have engaged in aggressive recruitment of international students and increased provision of English-medium instruction (EMI). While many studies have examined Asian international students' intercultural interactions during class discussions in Western/English-speaking countries, little is known about how the diverse students interact in EMI classes in the newly internationalized universities in Asia. This study analyzed interviews with 82 graduate students in a Taiwanese university to examine their classroom participation and identity construction in EMI. Findings indicate that Taiwanese and international students diverge in their frequency, manner, and content of speech in whole class discussions. Students explained the contrast in terms of cultural and linguistic identities while they also reported a dynamic two-way adjustment in their classroom behaviors over time. Previous studies emphasized the need for context-oriented analysis of students' intercultural classroom experiences and tended to focus on the classroom contexts. This study suggests that such contextualized analysis needs to also attend to the local linguistic contexts and power relations between languages and cultures as they are intertwined with the cultural and linguistic identity construction that influence classroom behaviors in the non-Western and non-native-English-speaking settings.