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Abstract: This qualitative multiple-case study draws on second language (L2) socialization theory (Duff, 1995, 2003; Schieffelin & Ochs, 1986) to explore the discourse socialization of six non-native graduate students through their engagement in an oral activity, the academic presentation (AP) in regular content courses at a Canadian university. Multiple data sources (AP observations, interviews, field notes, course outlines) were collected and triangulated for analysis, which involved recursively going over the data identifying salient and recurrent themes. The study extends our understanding of APs across post-secondary settings by analyzing and comparing the main activity characteristics in four disciplines. In addition, an examination of the presentation challenges and coping strategies of the participating students contributes to viewing their L2 academic discourse socialization as a complex process that may be perceived as difficult even by students with advanced language proficiency and may be resisted by students whose home academic discourse values contrast with those in their new contexts.
Sandra Zappa‐Hollman (Fri,) studied this question.