The negotiation of identity in English for academic purposes: investigating international students’ experiences in a Scottish university context

Abstract

Increasing globalisation and student mobility have given rise to an agenda of internationalisation within Scottish universities. Concerns that the Covid-19 pandemic would precipitate a decline in international student numbers highlighted their importance for Higher Education Institutions (HEIs), in terms of both reputation and financial health. However, the diverse needs of this cohort are still not fully appreciated, and more research is needed into their experiences. For many international students, the first point of contact with their chosen university is a pre-sessional course in English for Academic Purposes (EAP). The main goal of such instruction is to familiarise them with the language and skills required for university study in an Anglophone environment. Despite the growing provision of pre-sessional pathways, EAP students have been neglected in the literature, especially as regards their linguistic practices and identity development. In particular, there is a lack of understanding about how they manage the transition into mainstream tertiary education. The impetus for my study derives from teaching on pre-sessional EAP programmes and wishing to know more about students’ perceptions of their time in Scotland. The main aim was therefore to capture the experiences of a group of international postgraduates by following them over time. Drawing on the theories of investment (Norton, 2013), positioning (Davies & Harré, 1990) and cultural capital (Bourdieu, 1977), I investigated their identity negotiation in different academic, linguistic and social situations. To the best of my knowledge, no tracking studies of this kind have previously been conducted in a Scottish context. The mixed-methods study took place in a Scottish university which attracts a high number of international students. An initial online survey was administered to a cohort of postgraduates undertaking its pre-sessional EAP programme to gather their views and demographic information. Following this, 11 focal participants were recruited for three indepth interviews. Further interviews were conducted with EAP tutors (n=7) and academic staff (n=7), and observations of EAP lessons also took place. Findings were analysed thematically, and data from the quantitative and qualitative phases were integrated to provide more detailed insights. Several key categories were generated in the course of thematic analysis. These included: adapting to unfamiliar expectations, perceptions of challenges, classroom participation, changing identities and social interactions. Postgraduate participants’ responses demonstrate that they experienced different interactive and reflexive positioning in the EAP and degree programmes. They also encountered more dynamic fluctuations in identity over time, as they tried to come to terms with new expectations. Findings reveal that EAP tutors made efforts to increase learners’ confidence, but harboured doubts about how they would be viewed in mainstream university classes. Although academic staff interviewees appeared willing to accommodate and support students from overseas, concerns were raised about the need to adapt their pedagogy. The study makes a contribution to knowledge in terms of reconceptualising how international students with a first language other than English are perceived. It adds to a shift away from positioning them as deficient and instead brings their own agency and cultural capital to the fore. There are implications for how we understand the experiences of individuals from diverse cultural and educational backgrounds. It is proposed that dialogue with both university staff and home students would lead to an improved awareness of the benefits of intercultural exchange. Further collaboration between EAP tutors and academic lecturers is also recommended. Such steps could help to ensure that international students are treated as legitimate members of the academic community, rather than as problems to be solved