Identity challenges and pedagogical consequences: International students in higher education pathway programmes in Australia

Louise Kaktins

doi:10.1007/978-3-030-64235-8_24

Identity challenges and pedagogical consequences: International students in higher education pathway programmes in Australia

Louise Kaktins

Department of Linguistics

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter presents a case study of a for-profit pathway institute associated with an Australian university, exploring the development of the academic identities of international students, predominantly from South-East Asia. It offers empirical evidence about being a university student from the perspective of international pathway program students and their teachers within the social identity theory originally proposed by Tajfel (1974). Key educational foci are the international students’ acquisition of English for Academic Purposes and the student engagement/disengagement nexus. The effects these aspects have on the identity formation of international students in their pursuit of academic success and the pedagogical consequences are examined.

Original language	English
Title of host publication	The Palgrave handbook of youth mobility and educational migration
Editors	David Cairns
Place of Publication	Switzerland
Publisher	Palgrave Macmillan
Chapter	24
Pages	261-273
Number of pages	12
ISBN (Electronic)	9783030642358
ISBN (Print)	9783030642341, 9783030642372
DOIs	https://doi.org/10.1007/978-3-030-64235-8_24
Publication status	Published - 2021

Keywords

international students
pathway programs
Australia

Access to Document

10.1007/978-3-030-64235-8_24

Cite this

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abstract = "This chapter presents a case study of a for-profit pathway institute associated with an Australian university, exploring the development of the academic identities of international students, predominantly from South-East Asia. It offers empirical evidence about being a university student from the perspective of international pathway program students and their teachers within the social identity theory originally proposed by Tajfel (1974). Key educational foci are the international students{\textquoteright} acquisition of English for Academic Purposes and the student engagement/disengagement nexus. The effects these aspects have on the identity formation of international students in their pursuit of academic success and the pedagogical consequences are examined.",

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Identity challenges and pedagogical consequences : International students in higher education pathway programmes in Australia. / Kaktins, Louise.

The Palgrave handbook of youth mobility and educational migration. ed. / David Cairns. Switzerland : Palgrave Macmillan, 2021. p. 261-273.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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Identity challenges and pedagogical consequences: International students in higher education pathway programmes in Australia

Abstract

Keywords

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