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How does the linguistic backgrounds of returnee students influence their level of participation in a new CoP in Kazakhstan?; ii


Academic year: 2023

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This study applies the framework of CoP to explore the journey of participation of returning students from China in a new environment of Kazakhstan. How does the linguistic background of returning students influence their level of participation in a new CoP in Kazakhstan?; ii. How do returning students identify themselves as members of a new CoP and what membership identities are ascribed to them by long-time members?; iii.

The analysis revealed that the transition of students returning from the suburbs is essentially a multi-layered process. Finally, the study identified other factors that support the returning students' journey to mainstream membership, including the support provided by older members of the new CoP, i.e.


Therefore, it is necessary to consider how these language barriers of returning students affect their membership and participation in the new CoP. I began to wonder how these returning students, who are new members of Kazakhstani society, manage the transition to a new environment. How the language background of returnee students affects their level of participation in the new CoP of Kazakhstan.

What factors can promote the transition of returnee students from the periphery to the core of participation in the new CoP. Additionally, by reflecting on their experiences, returning students can gain new insights into their membership in the new CoP.

Literature review

As my study looks at China-Kazakh returnee students' experience of participating in a new CoP, it is worth considering five main themes that emerge from the review of the empirical studies on social and academic adjustment of students in ' a new CoP of higher education: language barriers, low self-esteem, isolation from family and friends, financial issues, and cultural difference in terms of teaching and learning. However, there is no information on how the language restrictions affect returnee students' level of participation and membership in a new CoP in Kazakhstan. Chinese-Kazakh returnee students' experience in terms of language and identity construction was investigated by Toktau (2017) using a combined narrative and.

Contrary to another research conducted on international students' sense of belonging, it has been found that formation of CoP for international students in some ways detaches them from the local community and their host country (Poteet and Gomez, 2015). Furthermore, review of previous empirical studies shows that although returnee integration has been explored in terms of two languages, these studies overlooked a non-linear process of returnee participation in different environments.


In addition to uniqueness, the limited number of participants within a research site may determine the qualitative nature of the study (Mertens, 2014). In addition, the recruitment strategy makes it possible to collect more respondents from different strata (Ungvarsky, 2017), so in the case of this study, the sample of the research population varies according to the years of university studies and years of residence in Kazakhstan. Thus, snowball sampling could be useful because other potential respondents recommended by referrals might be interested in the process of conducting the survey and participating.

Also, the name of the university has not been identified and mentioned throughout the study process in order to preserve the confidentiality of all respondents. In most cases, novice researchers are the ones who are challenged in deciding the type of analysis approach to use, especially when there are several researches. Therefore, I first decided to identify the approach that appropriately and effectively addresses the theoretical and practical interests and purpose of the present study.

Similarly, initially three topics emerged from the literature review of the conceptual framework and previous relevant studies. I had the Consent Forms signed before the interview and the time for data collection with necessary details about the study and contact information of the researcher. The interview process was audio-recorded with the consent of the participants in other cases note-taking was used.

In case of inconvenience on the part of the participants, they could withdraw from the study at any point of the data collection without having negative consequences for them. The main limitation of the study is that the researcher does not belong to the group of returnees, as a result of being an ethnic but 'authentic' Kazakh, I was seen as one. Consequently, it affected how open and free the study participants were while discussing and sharing their experiences with private life and academic matters.


Conversely, the Chinese language proved to be a barrier to gaining English CoP membership for some returning students. Above all, these challenges are again closely related to the language background of returnee students, who feel distrustful in their new place. Importantly, these language challenges limit returnee students' participation in the academic and social domains of their new communities of practice.

In the academic field of English, the picture is mixed, as the language proficiency of returnee students varies. The analysis shows that returnee students do not have the opportunity to fully use their linguistic and cultural repertoire in both academic and social life in the Kazakh context. The perception and attitude of other people can significantly influence the identity of returning students and their participation in the social domain of the CoP.

Low proficiency in the Russian language can be a reason for incorrect assessments and low confidence of returning students, which affects their self-identification. Awarding special membership positions to returned students was not only limited to the social domains in the Kazakh context, but extended to the academic domain as well. This is the case when returning students wish to highlight their own responsibility in moving their membership to the core of a new CoP.

In general, it was difficult for students to suggest further assistance to encourage the participation of returning students. In the case of this student, she cites more experienced returning students who live with her in the dormitory. In general, factors supporting the transition of returning students from the periphery to the core of the new CoP include maintaining relationships with more experienced members.


My research shows that returning students' participation alternates between peripheral and core membership within academic and social domains in the Kazakh language upon their initial entry into the new CoP. The prior background and experience of returning students is not reflected in the academic setting, which would be effective in promoting full participation in a new community. Research Question 2 examined the ways in which returning students identify themselves as members of a new CoP and the perspectives of others on these returning students that influence their membership.

Social integration and identification of returned students in a new CoP largely depends on intrapersonal relationships with their peers, group mates, teachers and other people and their attitudes towards returnees. Identities assigned by the old members of a new CoP also form a major role in the membership of returned students. Factors promoting returned students move from the periphery to the core of a new CoP in Kazakhstan.

One possible reason behind the creation of their own CoP of returned students could be a lack of help from the university administration (Blankers et al. 2018; Therefore, building a parallel CoP of returned students is one way that their fulfilling membership and participation Thus, teachers change their teaching practices according to the needs of returned students based on their previous academic and linguistic background.

In summary, factors contributing to the transition of returning students from the periphery to the core of a new CoP include maintaining relationships with members of their old CoP and with the 'experienced' members of their new CoP. The main role in supporting and hindering the transition of returning students among old members of a new CoP of Kazakhstan is played by university administration and teaching staff and local students. Similarly, old members of an old CoP of China, namely more experienced returning students as peers and family members, can facilitate newcomers' membership, especially in an academic setting.


These language challenges affect the lives of returning students at academic and social levels, whether at school, university, or in any setting of a new CoP, so it is essential to help these initial members in acquiring the existing common practice of trilingualism. Therefore, local people in the context of Kazakhstan play a direct role in promoting the participation of return students. Depending on whether these images are negative or positive, they inhibit or encourage return student participation.

Regarding the university administration and teaching staff, it is recommended to offer initiatives to increase the multicultural and multilingual awareness of teachers and other students and intercultural sensitivity, especially at the school level. As the study found that in some cases teaching staff have relatively negative attitudes towards returning students at the school level, it is suggested that further research be carried out on teaching staff and local students' perspectives on returning students in secondary education. Narrating the return students' participation journey would be incomplete without reflecting on my journey as a researcher in conducting this study.

Inside and outside communities of practice: Making sense of learning through participation, identity and practice. Revisiting the "community of practice" metaphor: An analysis of control relations in an elementary school classroom. Communities of practice abroad: A four-year study of an Indonesian student's experience in Japan.

Empowering Sewing: Examining Multiple Identity Shifts as a Mexican Immigrant Woman Develops Expertise in a Sewing Cooperative Community of Practice. Long-term transitional experiences of Chinese students in UK higher education: A special focus on their academic adjustment. The purpose of this qualitative study is to explore return students' experiences of academic and social adjustment in the multilingual environment of Kazakhstan at the tertiary level.

You are invited to participate in a research study on the topic of adjustment of Kazakh-Chinese returnee students that aims to explore returnee students' experiences of academic and social adjustment in the multilingual environment of Kazakhstan at the tertiary level. The findings of the research will be included in the final report and can be used for it.

Ақпарат көздері


В современной экономической науке нет единого определения для экономической интеграции, поэтому приведем лишь некоторые: • Экономическая интеграция - процесс сближения, взаимной

Scientific interests: Economic sociology and modern trends in the theory and practice of public management, International management Research grants over the last 5 years,