Chapter One Introduction
1.1 Background and Context
1.2 Purpose Statement and Research estions
1.3 Definition of Terms
1.4 Significance of the Study
1.5 Rationale of the Study
1.6 Overview of the Book
Chapter Two Relevant Studies on IPGSAcademic Literacy Soization
2.1 Overview
2.2 English Academic Literacy Soization
. Issues Differentiating IPGS from IGS in Graduate School Experiences
..1 Age-related issues
..2 Professiona xereces
.. Status as academic sojourners
2.4 IPGSAcademic Written Discourse Soization
2.4.1 Acquisition of discipline-specific English literacy practices
2.4.2 Literacy identity transformation
2.4.3 So interactions with community members
2.5 IPGSAcademic Oral Discourse Soization
2.5.1 Inside classroom participation
2.5.2 Outside classroom interactions
2.6 Research Gaps
2.7 Conclusion
Chapter Three Theoretical Framework
3.1 Epistemological Stance
3.1.1 Zone of Proximal Development
3.1.2 The dialectics of mind
3.1.3 Agency
3.2 Theoretical Framework
3.2.1 Community of Practice
3.2.2 Language Soization
3.. Summary
Chapter Four Research Methodology
4.1 Design of the Study
4.1.1 Rationale for a qualitative study
4.1.2 Rationale for a qualitative case study
4.2 Research Context
4.2.1 Research site
4.2.2 Researcher positionality
4.. Participants and sampling strategies
4.3 Data Collection Methods
4.3.1 Indivia nterviews
4.3.2 Classroom observations
4.3.3 Focus group interview
4.3.4 Document review
4.4 Data Analysis
4.4.1 Data management
4.4.2 Unit of analysis
4.4.3 Analyzin,oing and categorizing data
4.4.4 Analytic memos
4.5 Ethical Considerations
4.5.1 Procera ssues
4.5.2 Trustworthiness of the findings
4.5.3 Reciprocity
4.6 Exit Strategy
Chapter Five ParticipantsProfiles
5.1 Student ParticipantsProfiles
5.1.1 Barbaras profile
5.1.2 Chrisprofile
5.1.3 Ellens profile
5.1.4 Glorias profile
5.1.5 Amys profile
5.1.6 Davids profile
5.1.7 Felicias profile
5.1.8 Helens profile
5.2 Professor ParticipantsProfiles
5.2.1 Lindas profile
5.2.2 Madelyns profile
Chapter Six Identities and Academic Literacy Soization
6.1 Professional Identity and Academic Literacy Soization
6.1.1 Prior professional identity and academic literacy soization
6.1.2 Envisioned professional identity and academic literacy soization
6.1.3 Age-related issues and academic study
6.2 IGS Identity and Academic Literacy Soization
6.2.1 Learner identity and academic literacy soization
6.2.2 EAL identity and academic literacy soization
6.. Cultural identity and academic literacy soization
6.3 Conclusion and Discussion
Chapter Seven Graduate Program Contexts and Academic Literacy Soization
7.1 Graduate Program Contexts and Academic Writing Soization
7.1.1 The broader disciplinary communities of practice and academic writing soization
7.1.2 The institutional communities of practice and academic writing soization
7.2 Graduate Program Contexts and Academic Speaking Soization
7.2.1 The classroom communities of practice and academic speaking soization
7.2.2 The institutional communities of practice and academic speaking soization
7.3 Conclusion and Discussion
Chapter Eight Conclusion,Imliaios and Limitations
8.1 Conclusion
8.2 Implications
8.2.1 Implications for pedagogy
8.2.2 Implications for theory
8 28.. Implications for research
8.3 Limitations
References
Postscript
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