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Beyond Silence and Fluency: Rethinking Chinese International Students' Class Participation and Engagement in Canadian Higher Education

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Title: Beyond Silence and Fluency: Rethinking Chinese International Students' Class Participation and Engagement in Canadian Higher Education
Language: English
Authors: Chenkai Chi (ORCID 0000-0002-4331-3600), Beibei Xiang
Source: Journal of International Students. 2026 16(5):23-41.
Availability: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Students, Foreign Countries, Student Participation, Learner Engagement, Higher Education, Graduate Students, Student Attitudes, Student Behavior, Ideology, Social Influences, Cultural Influences, Self Concept, Personal Autonomy, Power Structure, English (Second Language), Universities, Student Experience
Geographic Terms: China, Canada
ISSN: 2162-3104
2166-3750
Abstract: This qualitative study explores how Chinese international graduate students perceive and negotiate classroom participation and engagement at a Canadian university. Drawing on the notions of investment and time inheritance, this study examines how identity, linguistic and cultural capital, ideological expectations, and temporal resources interact to shape Chinese international students' academic behavior. Sixteen graduate students from diverse faculties at a Canadian university were interviewed. Thematic analysis revealed that classroom participation and engagement are determined not only by language fluency or pedagogical familiarity but also by inherited time, neoliberal performance pressures, and classroom power dynamics. While some Chinese international students found affirming spaces for cultural identity and relational trust, others encountered marginalization through monolingual norms and deficit discourses. The study advances a multidimensional understanding of class participation and engagement for Chinese international graduate students, calling for inclusive pedagogical practices that honor linguistic diversity and temporal equity. The findings offer practical insights for Asia--Pacific institutions that are preparing students for transnational education and for global educators seeking to support culturally diverse learners. [Note: The page range (23-42) shown on the PDF is incorrect. The correct page range is 23-41.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508557
Database: ERIC
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  Data: Beyond Silence and Fluency: Rethinking Chinese International Students' Class Participation and Engagement in Canadian Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Chenkai+Chi%22">Chenkai Chi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4331-3600">0000-0002-4331-3600</externalLink>)<br /><searchLink fieldCode="AR" term="%22Beibei+Xiang%22">Beibei Xiang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+International+Students%22"><i>Journal of International Students</i></searchLink>. 2026 16(5):23-41.
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  Data: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
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– Name: Abstract
  Label: Abstract
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  Data: This qualitative study explores how Chinese international graduate students perceive and negotiate classroom participation and engagement at a Canadian university. Drawing on the notions of investment and time inheritance, this study examines how identity, linguistic and cultural capital, ideological expectations, and temporal resources interact to shape Chinese international students' academic behavior. Sixteen graduate students from diverse faculties at a Canadian university were interviewed. Thematic analysis revealed that classroom participation and engagement are determined not only by language fluency or pedagogical familiarity but also by inherited time, neoliberal performance pressures, and classroom power dynamics. While some Chinese international students found affirming spaces for cultural identity and relational trust, others encountered marginalization through monolingual norms and deficit discourses. The study advances a multidimensional understanding of class participation and engagement for Chinese international graduate students, calling for inclusive pedagogical practices that honor linguistic diversity and temporal equity. The findings offer practical insights for Asia--Pacific institutions that are preparing students for transnational education and for global educators seeking to support culturally diverse learners. [Note: The page range (23-42) shown on the PDF is incorrect. The correct page range is 23-41.]
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  Data: EJ1508557
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      – Text: English
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        PageCount: 19
        StartPage: 23
    Subjects:
      – SubjectFull: Foreign Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Graduate Students
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Student Behavior
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      – SubjectFull: Ideology
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      – SubjectFull: Social Influences
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Personal Autonomy
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      – SubjectFull: Power Structure
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Universities
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      – SubjectFull: Student Experience
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      – SubjectFull: China
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      – SubjectFull: Canada
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      – TitleFull: Beyond Silence and Fluency: Rethinking Chinese International Students' Class Participation and Engagement in Canadian Higher Education
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