@article{oai:iwate-u.repo.nii.ac.jp:00012863,
 author = {小林, 葉子},
 journal = {言語と文化・文学の諸相},
 month = {Mar},
 note = {Identifying ESL(English as a Second Language) teaching/learning as the site of power and contestation, ELT(English Language Teaching) and SLA (Second Language Acquisition) professionals examine the ESL enterprise from the overarching perspective of power: English spread/imperialism
(Crystal, 1997; Pennycook,1994, 1998); 'standard' English(Lippi-Green,
1997; Sridhar & Sridhar,1992; Sridhar,1994) and its influences on nonnative speakers of English(Leki,2001; Norton, 2001), nonnative
teachers of English(Braine,1999; Medges, 1992, 1994) and ethnicity and gender(Goldstein, 1994; Kobayashi, 2002; Kouritzin, 2000; Losey, 1995; McKay & Wong, 1996; Norton, 2000; Pavlenko & Piller, 2001). This brief paper addresses ESL learners from a related yet different perspective of power by shedding light on inter-ethnic relations among international 
students enrolled in intensive ESL programs, in particular focusing on Japanese and Korean students. The main underpinning of this study is the SLA knowledge that collaborative in teraction among students as well as between teachers and students is essential to successful SLA(Allwright &
Bailey, 1991; Donato, 1994; Ehrman & Dornyei, 1998; Jacobs & Hall, 2002; Liang, Mohan, & Early, 1998)and the contradictory reality that "Attention to the nature and impact of student-student interaction on classroom learning has been virtually ignored in much of the classroom-based educational research" (Johnson, 1995,111).},
 pages = {133--144},
 title = {Conceptualizing international students' orientation to intercultural communication},
 year = {2008}
}