Through my eyes: Metaphors of international student transition

Abstract

Research demonstrates that student preparation and transition in higher education is enhanced by an awareness of their existing ‘ways of knowing and doing’ to navigate change and transition through formal education. A cognitive linguistic perspective assumes such meaning making and lived experience is embodied and motivated through figurative language that involves the mind and body. This paper reports a teaching and learning initiative—a one-day interactive theatre workshop—that integrates creative and experiential learning opportunities to promote awareness of prior knowledge and capabilities to navigate change. Participants comprised 148 international undergraduate and postgraduate studen..