Supporting International PhD Writers

Are Pastoral Duties Part of the Package?

Research output: Contribution to specialist publicationArticle

Abstract

This article aims to examine the experiences of international PhD students, highlight problems specific to these students, and outline potential solutions. The paper is based on my experience of teaching, observation and informal conversations with such students (Arabic, East-Asian, and, to a lesser degree, European) over a six-year period of teaching English for Academic Purposes (EAP). First, I argue that doctoral students constitute a distinct group of learners for academic, language, social, and psychological reasons. I base this conclusion on my own experience of teaching PhD students, but this view is also supported by literature. In this article I discuss problems specific to this group, often connected with the change of their social role from lecturer to student, cultural differences in academic relationships, language insecurities, separation from the family and loneliness.
Original languageEnglish
Pages10-16
Number of pages7
Volume4
Specialist publicationInternational Student Experience Journal (ISEJ)
Publication statusPublished - 9 Jun 2016

Fingerprint

writer
student
teaching observation
experience
Social Role
Teaching
language
cultural difference
conversation
university teacher
Group

Cite this

@misc{5a6323caa4e440e9aeb9e1f39adfed4f,
title = "Supporting International PhD Writers: Are Pastoral Duties Part of the Package?",
abstract = "This article aims to examine the experiences of international PhD students, highlight problems specific to these students, and outline potential solutions. The paper is based on my experience of teaching, observation and informal conversations with such students (Arabic, East-Asian, and, to a lesser degree, European) over a six-year period of teaching English for Academic Purposes (EAP). First, I argue that doctoral students constitute a distinct group of learners for academic, language, social, and psychological reasons. I base this conclusion on my own experience of teaching PhD students, but this view is also supported by literature. In this article I discuss problems specific to this group, often connected with the change of their social role from lecturer to student, cultural differences in academic relationships, language insecurities, separation from the family and loneliness.",
author = "Tatyana Karpenko-Seccombe",
year = "2016",
month = "6",
day = "9",
language = "English",
volume = "4",
pages = "10--16",
journal = "International Student Experience Journal (ISEJ)",
issn = "2397-3072",

}

Supporting International PhD Writers : Are Pastoral Duties Part of the Package? / Karpenko-Seccombe, Tatyana.

In: International Student Experience Journal (ISEJ), Vol. 4, 09.06.2016, p. 10-16.

Research output: Contribution to specialist publicationArticle

TY - GEN

T1 - Supporting International PhD Writers

T2 - Are Pastoral Duties Part of the Package?

AU - Karpenko-Seccombe, Tatyana

PY - 2016/6/9

Y1 - 2016/6/9

N2 - This article aims to examine the experiences of international PhD students, highlight problems specific to these students, and outline potential solutions. The paper is based on my experience of teaching, observation and informal conversations with such students (Arabic, East-Asian, and, to a lesser degree, European) over a six-year period of teaching English for Academic Purposes (EAP). First, I argue that doctoral students constitute a distinct group of learners for academic, language, social, and psychological reasons. I base this conclusion on my own experience of teaching PhD students, but this view is also supported by literature. In this article I discuss problems specific to this group, often connected with the change of their social role from lecturer to student, cultural differences in academic relationships, language insecurities, separation from the family and loneliness.

AB - This article aims to examine the experiences of international PhD students, highlight problems specific to these students, and outline potential solutions. The paper is based on my experience of teaching, observation and informal conversations with such students (Arabic, East-Asian, and, to a lesser degree, European) over a six-year period of teaching English for Academic Purposes (EAP). First, I argue that doctoral students constitute a distinct group of learners for academic, language, social, and psychological reasons. I base this conclusion on my own experience of teaching PhD students, but this view is also supported by literature. In this article I discuss problems specific to this group, often connected with the change of their social role from lecturer to student, cultural differences in academic relationships, language insecurities, separation from the family and loneliness.

UR - http://isejournal.weebly.com/archive.html

M3 - Article

VL - 4

SP - 10

EP - 16

JO - International Student Experience Journal (ISEJ)

JF - International Student Experience Journal (ISEJ)

SN - 2397-3072

ER -