Chen, DanniHanson, Aubrey Jean2024-05-012024-05-012023-08-19Chen, D., & Hanson, A. J. (2023). How do International Students Reconstruct their Identity as Readers when they Transition into Canadian Post-Secondary Education?. Language and Literacy, 25(2), 84–104. https://doi.org/10.20360/langandlit29590https://hdl.handle.net/1880/118615https://doi.org/10.11575/PRISM/43457Recognizing the cultural transitions Chinese international students undergo as readers in the Canadian higher education system, this study explores the difficulties encountered by four Chinese students and uncovers how they experienced, responded to, and transformed in a new cultural reading environment. Focusing on the notion of a reader’s identity, this study uses narrative inquiry to show how participants’ readers identities are reconstructed in a new cultural reading environment. It concludes that readers’ identities reflect readers’ different cultural memberships. As international students crossing cultural boundaries, their identities as readers shape how they interpret and understand the meaning of reading materials.enUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Attribution 4.0 Internationalreader's identityreconstruction of identitysecond language readingsociocultural readingChinese international studentsCanadian post-secondary educationArticlehttps://doi.org/10.20360/langandlit29590