African international doctoral students in New Zealand: Englishes, doctoral writing and intercultural supervision

While the experiences of international doctoral students, especially those from Asian countries, have been well researched, fewer studies have explored the experiences of African students in Southern countries like Australia and Aotearoa/New Zealand. This article reports on doctoral writing and stud...

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Bibliographic Details
Published in:	Higher education research and development 2018-01, Vol.37 (1), p.1-14
Main Authors:	Doyle, Stephanie, Manathunga, Catherine, Prinsen, Gerard, Tallon, Rachel, Cornforth, Sue
Format:	Article
Language:	eng
Subjects:	Academic writing African Languages African students Doctoral candidates Doctoral education Doctoral Programs doctoral supervision Educational Experience English (Second language) English as an additional language (EAL) English for Academic Purposes Foreign Countries Foreign Students Graduate Students Higher Education Intercultural communication International Education International students Internationalisation Interviews Language Variation Native Language Research supervisors Second Language Learning Supervision Supervisory methods Writing (Composition) Writing skills
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Summary:	While the experiences of international doctoral students, especially those from Asian countries, have been well researched, fewer studies have explored the experiences of African students in Southern countries like Australia and Aotearoa/New Zealand. This article reports on doctoral writing and student and supervisor perspectives on English languages in a small study of supervisors and African students in New Zealand. It challenges deficit constructions of African students and illustrates how the growing internationalisation of higher education is adding to the complexities of doctoral writing, raising questions as to how students and supervisors recognise and navigate differences in Englishes and doctoral writing. It makes a number of recommendations about how supervisors might work effectively with African and other doctoral students.
ISSN:	0729-4360 1469-8366