Thu, September 06, 11:30 am
Short paper (30 minutes)
Kerstin Irene Dofs (Ara Institute of Canterbury)
Within the broader context of a study on how EAL students who are studying abroad adjust academically at a Higher Educational (HE) establishment in New Zealand, this presentation looks at the theory behind self-formation and mutual adjustment. It focuses on how seeing EAL students as autonomous and self-responsible – “strong navigators in charge of their own lives, actively and autonomously building up their new lives and identities”, may lead to more student-centred practice at HE establishments, and to both methodological and normative implications. Examples of challenges that the students in the study faced, and how these were managed will be outlined.