Critical Intercultural and English Language Issues in the Internationalisation of Higher Education

Internationalisation is key to a modern and diverse higher education. Closely related to this is the successful integration of different cultures and languages. This book explores the dynamic relationships between English as a Lingua Franca (ELF), intercultural communication competence (ICC), internationalisation, and the use of the English language in international higher education.

Featuring contributions from authors from Türkiye, Slovenia, Thailand, Taiwan and Norway, the chapters discuss topics such as translanguaging, language-related policies in internationalisation, issues of language and interculturality from a contextual point of view of pedagogy, and provide critical reflections on perceptions and orientations in support of higher education internationalisation. Ultimately, the book provides a comprehensive understanding of how the English language functions as a tool for intercultural engagement in academic settings, and the ways in which it is encountered and perceived by researchers, leaders, and practitioners.

This book will be valuable reading for applied linguists, teacher educators and researchers, and graduate students in higher education involved in internationalised higher education through teaching, projects and activities.

Dealing with the linguistic and cultural dimensions of internationalisation in higher education from new perspectives, this book is very welcome. There is, first, a significant geographical shift to focus on internationalisation in Asia, with critical comparisons with Europe and elsewhere. Secondly, the challenge of English not simply as linguistic, but as a threat to national identity, is a stimulating insight, and the analyses of differing responses to the challenge in different countries raises issues which go beyond the specific cases. Thirdly, the focus is not only on learners but also on teachers and their worries about their language competences. The need for teacher education to take seriously the implications is not the least important contribution of this timely and fascinating collection.

- Micheal Byram, Professor Emeritus, Durham University 

As higher education has internationalised, universities face new challenges regarding inclusivity, equity, and diversity. This book highlights issues such as the importance of an internationalised curriculum and meaningful intercultural interaction for both students and teachers as well as the danger of a monolingual English approach to teaching. It also raises questions surrounding the purpose of an internationalised education. These points are crucial for policy makers and educators to consider when planning internationalisation efforts. A particular strength of the volume is that it incorporates views from a range of countries ? including Thailand, Türkiye, Slovenia, Taiwan, Norway and the UK ? nations which are seldom examined together. 

- Annette Bradford, Oxford EMI

This compelling collection explores the complexities of English-medium instruction and multilingualism in higher education. It highlights the challenges of balancing English promotion with local language preservation. It offers insightful perspectives on translanguaging, cultural exchange, and learner autonomy from a broad range of contexts, the editors emphasize the importance of mobility, online learning, and teacher-training in developing intercultural competence. Advocating for strategies that ensure equitable benefits from internationalization, this book serves as an essential resource for educators and policymakers aiming to enhance educational quality and collaboration.

- Joyce Kling, Associate Professor, Docent, Centre for Languages and Literature, Lund University

In this insightful edited collection Pattamawan Jimarkon and Kenan Dikilitaş explore two core issues in the contemporary higher education (HE) landscape ? the intercultural nature of internationalized HE institutions and their connections with the English language. A particular strength of this excellent book is the wide-range of contexts and scholars involved from Asia, Europe, and the US, including previously under-represented settings. The collection of chapters also does an excellent job in weaving together both theoretical and practical issues around language, policy, and pedagogy. As such this book should be core reading for all researchers and practitioners in international HE settings.

- Will Baker, University of Southampton