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Students who fail to meet the university’s language and literacy requirements are required to pass ALC before they can enrol in writing courses across the disciplines. Consequently, many of those students feel that they have yet to be accepted as fully legitimate members of the university community. We present data from a two-year, mixed-method study, which involved asking students in surveys and interviews about their sense of belonging, as well as analyzing their reflective writing samples for issues related to their sense of belonging.  \nWe found that the participants’ perceptions of sense of belonging are multilayered and context-dependent, relating to changes in time and space, classroom pedagogy, and other social, cultural, and linguistic factors. Implications for higher education are discussed.  \nCJHE / RCES Volume 42, No. 3, 2012  \nSense of Belonging and First-Year Academic Literacy / S. Marshall, M. Zhou, T. Gervan & S. Weibe 117  \nRÉSUMÉ  \nDans cet article, nous analysons un grand éventail de facteurs ayant un effet sur le sentiment d’appartenance d’étudiants en première année d’un premier cycle universitaire qui prennent un cours de littératie académique (CLA) dans une université multilingue et multiculturelle de Vancouver, au Canada. Les étudiants qui ne possèdent pas les préalables linguistiques et littéraires exigésen anglais par l’université doivent d’abord réussir un cours CLA avant des’inscrire aux cours de rédaction des différentes disciplines. Par conséquent, nombre d’entre eux ont le sentiment de ne pas être encore acceptés commemembres légitimes et à part entière de la communauté universitaire. Nous présentons les données d’une étude adoptant des méthodologies mixtes sur une durée de deux ans dans laquelle nous avons demandé à des étudiants, par lebiais d’enquêtes et d’entretiens, d’exprimer leur sentiment d’appartenance.  \nNous avons également analysé des échantillons deleursréflexions écrites, dans le but defaire émerger des thèmes en lien avec leur sentiment d’appartenance.  \nNous avons conclu que la perception des participants envers leur sentiment d’appartenance s’échelonnait sur plusieurs niveaux et dépendait du contexte, selon les changements temporels et spatiaux, la pédagogie adoptée en classeet d’autres facteurs linguistiques, culturels et sociaux. Nous examinons aussi les implications de ces résultats pour l’éducation supérieure.  \nMany factors affect the transition of students from secondary school to the first year of higher education. For some students, this transition is complicated by institutional requirements that oblige them to take foundational or preparatory courses as a prerequisite to registering in certain core first-year and lower-division courses. In such instances, students may feel they are not accepted as legitimate members of the academic community, which may, in turn, affect their sense of belonging to the institution in which they are studying.  \nIn our study, we look at one such case, Pacific Coast University (PCU), where students with a Grade 12 English score of under 75%, or an International English Language Testing System (IELTS) score of under 6.5 if they are international students with English as an additional language, are required to take a foundational academic literacy course (ALC) during their first year. For such students, ALC is a prerequisite for registering in req","cbCaidAkeEm0zY8C","https://ap.wps.com/l/cbCaidAkeEm0zY8C","pdf",419796,27,"English","# Abstract\n## Factors affecting belonging\n## Institutional requirements and ALC\n## Two-year mixed-method study\n## Context-dependent perceptions\n## Implications for higher education","[{\"question\":\"What requirement influences students’ sense of belonging in the ALC context?\",\"answer\":\"Students who fail to meet the university’s language and literacy requirements must pass ALC before enrolling in writing courses across disciplines. This prerequisite can lead many to feel they are not yet accepted as legitimate members of the community.\"},{\"question\":\"How was belonging investigated in the study?\",\"answer\":\"The article reports a two-year mixed-method study using online surveys and semi-structured interviews, along with analysis of students’ reflective writing samples related to belonging issues.\"},{\"question\":\"What does the study conclude about how students perceive belonging?\",\"answer\":\"Participants’ perceptions are multilayered and context-dependent, connected to changes in time and space, classroom pedagogy, and other social, cultural, and linguistic factors.\"}]","Sense of Belonging and First-Year Academic Literacy - read online free | PDF",1792083234,68]