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

journal contribution
posted on 2011-02-01, 00:00 authored by Ly TranLy Tran
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.

History

Journal

Educational review

Volume

63

Pagination

79-94

Location

London, England

ISSN

0013-1911

eISSN

1465-3397

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2011, Taylor & Francis

Issue

1

Publisher

Routledge