Tim Anderson

Bio: Tim Anderson is an academic researcher from University of Victoria. The author has contributed to research in topics: Academic writing & Socialization. The author has an hindex of 10, co-authored 21 publications receiving 263 citations. Previous affiliations of Tim Anderson include University of British Columbia.

Seeking Internationalization: The State of Canadian Higher Education

Abstract: This article explores the internationalization of Canadian universities, with a focus on the rise of foreign postsecondary students in Canada, the economic impacts, and the various benefits, challenges, and adjustments that have been influenced by the continuing demographic shifts on Canadian campuses since 2000. Rooted in recent global and Canadian higher education internationalization trends, this paper suggests that accommodations for such shifts have not kept pace with the influx of culturally and linguistically diverse foreign students, whose population growth rate outpaces domestic university students’ by several times. I conclude with unresolved dilemmas that continue to pose challenges for Canadian universities, and with suggestions for manageable supports to ensure the needs of students are responsibly balanced with the economic constraints of universities. Resume Cet article explore l’internationalisation des universites canadiennes en mettant l’accent sur l’augmentation du nombre d’etudiants etrangers au Canada au niveau postsecondaire, les consequences economiques, ainsi que la variete d’avantages, de defis et de modifications marques par l’evolution demographique sur les campus canadiens depuis l’an 2000. Prenant pour base les tendances recentes a l’internationalisation dans l’enseignement superieur au Canada et dans le monde, cet article soutient que les amenagements entrepris face a cette evolution n’ont pas reussi a suivre l’afflux des etudiants etrangers, de cultures et de langues diverses, et dont le taux de croissance depasse plusieurs fois celui des etudiants domestiques. L’article se conclut par une discussion des dilemmes irresolus representant encore des defis pour les universites canadiennes, et par des propositions de soutiens gerables afin de s’assurer que les besoins des etudiants s’equilibrent de facon responsable avec les contraintes economiques des universites.

Learning Chinese: Linguistic, Sociocultural, and Narrative Perspectives

Abstract: The acquisition of Mandarin Chinese, one of the most important and widely spoken languages in the world today, is the focus of this innovative study. It describes the rise of Chinese as a global language and the many challenges and opportunities associated with learning it. The collaborative, multiple-case study and cross-case analysis is presented from three distinct but complementary theoretical and analytic perspectives: linguistic, sociocultural, and narrative. The book reveals fascinating dimensions of Chinese language learning based on vivid first-person accounts (with autobiographical narratives included in the book) of adults negotiating not only their own and others' language and literacy learning, but also their identities, communities, and trajectories as users of Chinese.

Second Language Graduate Students’ Experiences at the Writing Center: A Language Socialization Perspective

Abstract: The writing center is a common form of academic writing support in Canadian and U.S. universities (Moussu & David, 2015). With its nonproofreading policy, some scholars have indicated the service may be less effective for international students who require more explicit assistance on surface-level features in their academic writing (Harris & Silva, 1993; Myers, 2003). However, these discussions often omit or insufficiently address international graduate students as a distinctive population (Phillips, 2013). To address this gap, this article presents results from two complementary case studies involving the use of writing centers by three second language (L2) Chinese graduate students (two doctoral and one master's) at a research-intensive Canadian university. Drawing on a second language socialization theoretical framework (Duff, 2007; Zuengler & Cole, 2005), the researchers examine the role of the university's writing center in the participants’ enculturation into academic discourses, practices, identities, and communities. Data indicate that international graduate students spend considerable time and effort seeking out writing support to improve academic practices. Only the master's student was able to make full use of the writing center tutorials due to her strategic socialization of the tutor. Implications are provided to minimize student burden and maximize specialized writing support for L2 graduate students.

第二语言习得研究 = The study of second language acquisition

Abstract: Acknowledgements Introduction PART ONE - BACKGROUND Introduction 1. Second language acquisition research: an overview PART TWO - THE DESCRIPTION OF LEARNER LANGUAGE Introduction 2. Learner errors and error analysis 3. Developmental patterns: order and sequence in second language acquisition 4. Variability in learner language 5. Pragmatic aspects of learner language PART THREE - EXPLAINING SECOND LANGUAGE ACQUISITION: EXTERNAL FACTORS Introduction 6. Social factors and second language acquisition 7. Input and interaction and second language acquisition PART FOUR - EXPLAINING SECOND LANGUAGE ACQUISITION: INTERNAL FACTORS Introduction 8. Language transfer 9. Cognitive accounts of second language acquisition 10. Linguistic universals and second language acquisition PART FIVE - EXPLAINING INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION Introduction 11. Individual learner differences 12. Learning strategies PART SIX - CLASSROOM SECOND LANGUAGE ACQUISITION Introduction 13. Classroom interaction and second language acquisition 14. Formal instruction and second language acquisition PART SEVEN - CONCLUSION Introduction 15. Data, theory, and applications in second language acquisition research Glossary Bibliography Author index Subject index

Identity, language learning, and social change

Abstract: In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of investment and imagined communities/imagined identities (Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.

Language and thought

Abstract: Mixing, however briefly, with aphasic subjects is sufficient to show that though survives language alterations. Everyone's experience of forgetting proper names and common nouns clearly shows that concepts outlive words. Analyzing puns and allusions also reveals that the meaning of a word depends on a context of signification which may or may not be supplied verbally. Studying thought without language in both animals and infants provides evidence not only that language facilitates the exercise of cognitive functions but also that the initial progress facilitates the exercise of cognitive functions but also that the initial progress made by children is not related to language but to brain maturation. Dealing with the question of right hemisphere performance in patients with a brain split by callosotomy demonstrates, better than anything else, that each position taken on this question is underlain by philosophical presuppositions. In contradistinction with philosophies derived from that of Wittgenstein and from logical positivism and functionalist cognitivist theories, the author argues that all we know is through and within our thought, that all we say is thought and that, consequently, no scientific, philosophical, poetical or other discourse is able to apprehend or restrain thought. Thought extends far beyond language, including scientific language.