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Committed, face‐value, hybrid or mutual adaptation? The experiences of international students in Australian higher education

Tran, Ly Thi 2011, Committed, face‐value, hybrid or mutual adaptation? The experiences of international students in Australian higher education, Educational review, vol. 63, no. 1, pp. 79-94, doi: 10.1080/00131911.2010.510905.

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Title Committed, face‐value, hybrid or mutual adaptation? The experiences of international students in Australian higher education
Author(s) Tran, Ly ThiORCID iD for Tran, Ly Thi orcid.org/0000-0001-6543-6559
Journal name Educational review
Volume number 63
Issue number 1
Start page 79
End page 94
Total pages 16
Publisher Routledge
Place of publication London, England
Publication date 2011-02
ISSN 0013-1911
1465-3397
Keyword(s) international students
adaptation
academic writing
Summary This paper explores the adaptation patterns of international Chinese and Vietnamese students in relation to academic writing practices in a higher education context. The study utilises a trans‐disciplinary framework for interpreting students’ and lecturers’ practices within institutional structures. This framework has been developed by infusing a modified version of Lillis’ heuristic for exploring students’ meaning making with positioning theory.

A prominent finding of the study indicates the emergence of three main forms of adaptation, committed adaptation, face‐value adaptation and hybrid adaptation, that the students employed to gain access to their disciplinary practices. The findings of the study give insights into ways that a dialogical pedagogic model for mutual adaptation can be developed between international students and academics. The aim is to enhance the education of international students in this increasingly internationalised environment.
Language eng
DOI 10.1080/00131911.2010.510905
Field of Research 130302 Comparative and Cross-Cultural Education
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1.1 Refereed article in a scholarly journal
HERDC collection year 2011
Copyright notice ©2011, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30055900

Document type: Journal Article
Collection: School of Education
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