This article draws on data collected during case studies involving six undergraduate international students. It uses the academic literacies framework to examine how international students (re)negotiate their student identities. Based on the concept that Australian university classrooms are global educational contact zones, the study reinforces the urgent need to shift from existing narratives which focus on international students’ perceived language and literacy deficits. Participants demonstrated positive student identities by successfully mediating disciplinary requirements. However, their transition was hindered due to insufficient opportunities for meaningful classroom interactions and lack of academic instruction and feedback. The findings suggest teachers are in the best position to address this gap through classroom pedagogies which accommodate learners from diverse backgrounds and facilitate inclusive learning environments.

中文翻译：

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“我们是班上的鬼。” 一年级国际学生在全球接触区的体验

本文利用在涉及六名本科国际学生的案例研究中收集的数据。它使用学术素养框架来检查国际学生如何（重新）协商他们的学生身份。基于澳大利亚大学教室是全球教育接触区的概念，该研究强调迫切需要从关注国际学生感知的语言和识字缺陷的现有叙述转变。参与者通过成功调解纪律要求，展示了积极的学生身份。然而，由于缺乏有意义的课堂互动机会以及缺乏学术指导和反馈，他们的过渡受到阻碍。