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

Introduction - Pattamawan Jimarkon

Part 1: English Language Policies and Pedagogical Frameworks in Internationalised Contexts

1. Multilingualism, ELF and Translanguaging- Approaching English in Plurality in Turkish Higher Education - Dilek İnal & Yasemin Bayyurt

2. Ideological (Dis)Entanglements of English in Higher Education: Comparing an Asian and a European Ecology - Kristof Savski

3. A Critique of the Bilingual 2030 Policy: Challenges and Opportunities for Promoting Learner Autonomy in Higher Education in Taiwan - Shu-Hua Kao

4. Translanguaging: does it mediate tensions in internationalization policy in higher education?     - Tiraporn Jaroensak, Pattamawan Jimarkon & Mario Saraceni

Part 2: Real-World Use of English Language and Intercultural Practices in Higher Education

5. Studying abroad under the ERASMUS Scheme: What ELF and Internationalisation Tell Us about Intercultural Awareness and Competence - Zeynep Köylü & Judith Borràs

6. Navigating Blended Learning and Internationalization with Cultural-Historical Activity Theory      - Paulo Rocha

7. Positioning and Legitimizing Cross-Cultural Interactions: Graduate Students' Experiences on an International Study Program in Thailand - Neil Evan John Bowen & Stephen Louw

8. The Politics of the English Language and Inequality within Higher Education: Personal Narrative Histories from Thailand to England - Navaporn Snodin

9. Localization of ICC as Resistance and Cosmopolitanism: Insights from Critical Incidents in the Asian Higher Education Context - Daron Benjamin Loo

10. Intercultural Communicative Competence Development in Language Teacher Education: Challenges and Opportunities around New Paradigms - Servet Çelik & Şakire Erbay-Çetinkaya

11. Teacher Education Programs on Internationalised Campus – ICC of Future English Language Teachers - Nina Lazarević

Part 3: Implications and Future Trends for Use of English in International Higher Education

12.  The Roles of Global Englishes and English Medium Instruction in English language teaching: Should we have the best of both worlds? - Saksit Saengboon & Anuchit Toomaneejinda

13.  Lost in EMI: The Call for Glocalized Policies and Practices in Thai and Chinese Higher Education - Singhanat Nomnian & Fan Fang

14.  Perceptions and Experiences of Culturally Diverse Faculty: A Scoping Review of International Academic Staff within UK Higher Education and Future Research Agenda - Navaporn Snodin & Wenwen Zhang

Conclusion

15. Addressing Linguistic and Intercultural Complexities: Insights from Global Contexts                  - Pattamawan Jimarkon   

Biography

Pattamawan Jimarkon is an associate professor in higher education pedagogies at the University of Stavanger. Her research interests include analyses of language texts and discourse practice, intercultural communication and diversity in higher education.

Kenan Dikilitaş is a professor in higher education pedagogy at the University of Bergen. His skills and expertise include applied linguistics, teacher education and foreign language learning.

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