Multi-literacy Practices in a Foreign Land: Chinese International Students’ Embodied Transnational Identity Negotiation and Raciolinguistic Experiences

Funded by the Conference on College Composition and Communication, this project investigates Chinese international students’ transnational identity negotiation as embodied in everyday literacy practices and raciolinguistic experiences in North American institutions of higher education, especially during a time characterized by both heightened geopolitical tensions between China and North America and COVID-19-induced anti-Asian racism. Through an in-depth qualitative inquiry, we will conduct multi-site case studies on two highly internationalized college campuses in the US and Canada, and the findings will be used to inform pedagogical intervention as well as deepen the public’s understanding of Chinese international students’ transnational identity negotiation. This research will shed light on ways to improve higher education support systems and provide pedagogical practices that serve the needs of increasingly globalized student populations.

Project team:

• Qianqian Zhang-Wu, Northeastern University
• Zhaozhe Wang, University of Toronto

Project sponsor/grantor:

• Conference on College Composition & Communication