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.
|Title of host publication||The Palgrave handbook of youth mobility and educational migration|
|Place of Publication||Switzerland|
|Number of pages||12|
|ISBN (Print)||9783030642341, 9783030642372|
|Publication status||Published - 2021|
- international students
- pathway programs