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

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-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 languageEnglish
Title of host publicationThe Palgrave handbook of youth mobility and educational migration
EditorsDavid Cairns
Place of PublicationSwitzerland
PublisherPalgrave Macmillan
Chapter24
Pages261-273
Number of pages12
ISBN (Electronic)9783030642358
ISBN (Print)9783030642341, 9783030642372
DOIs
Publication statusPublished - 2021

Keywords

  • international students
  • pathway programs
  • Australia

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