International Students and Cosmopolitanisms: Educational Mobility in a Global Age

The number of international students and scholars studying and working in a culture beyond their own has significantly increased in past few years. The mobility of students and scholars bring a diverse and global educational exchange of cultures, ideas, and technological innovations to the culture of colleges and universities. In this context, Who Goes Where and Why, written by Caroline Macready and Clive Tucker (2011), is a significant contribution to the field of international student mobility and study abroad. In this book, the authors analyze the trends of students on why and how they study overseas, and how the national policies of hosting and sending countries affect the decisions of those mobile students.

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Multilingual realities/monolingual ideologies: Connecting the dots between schools’ language practices and international student well-being

Transitions Journal of Transient Migration ◽

10.1386/tjtm_00021_1 ◽

2020 ◽

Vol 4 (2) ◽

pp. 183-201

Author(s):

Jessica Terruhn ◽

Paul Spoonley

Keyword(s):

New Zealand ◽

International Students ◽

International Student ◽

Linguistic Diversity ◽

Well Being ◽

Economic Security ◽

Educational Mobility ◽

Language Practices ◽

Student Body ◽

Pull Out

The globalization of the knowledge economy and a concomitant increase in educational mobility have seen greater numbers of international students take up studies in Aotearoa/New Zealand’s education system. As a result of increased educational mobility, alongside other types of migration, ethno-cultural and linguistic diversity has become more common in New Zealand schools. This internationalization of Aotearoa/New Zealand’s education sector has been met with government policies and strategies to ensure the well-being of international students. In these strategies, well-being is indicated by economic security, health and safety, as well as high-quality education and a welcoming and inclusive experience in Aotearoa/New Zealand. Drawing on data from a research project that examined how school policies and practices shape international English for speakers of other languages (ESOL) students’ sense of belonging, inclusion and well-being at a New Zealand secondary school, this article illuminates how school language practices impact on international students’ well-being. Specifically, the article highlights a profound mismatch between the diversification of the student body and the privileging of monolingual English-only practices in the classroom as well as the disparity between intentions and effects of the school’s pull-out ESOL class programme, in which ESOL-designated students are taught separately from ‘mainstream’ students. The discussion highlights the detrimental and discriminatory impacts such language practices had on international students. Based on this analysis, we argue that strategies that are designed to ensure international student well-being need to put greater emphasis on the instructional needs of culturally and linguistically diverse learners by advocating for linguistically responsive practices and that schools need to normalize multilingual practices to ensure international student well-being and to work towards equitable and just education.

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Internationalizing Higher Education

Advances in Educational Marketing, Administration, and Leadership - Campus Support Services, Programs, and Policies for International Students ◽

10.4018/978-1-4666-9752-2.ch010 ◽

2016 ◽

pp. 188-208 ◽

Cited By ~ 1

Author(s):

Maureen Snow Andrade ◽

Norman W. Evans ◽

K. James Hartshorn

Keyword(s):

Higher Education ◽

International Students ◽

Strategic Planning ◽

Language Proficiency ◽

English Language ◽

Language Skills ◽

English Language Proficiency ◽

Educational Mobility ◽

Academic Tasks ◽

Future Direction

Although global educational mobility often requires fluency in a foreign language, this fluency may be insufficient for academic tasks, and institutions may provide insufficient opportunities for further linguistic progress. This chapter examines higher education practices for the assessment of English language skills and continued development of English language proficiency for international students. Implications indicate that although institutions view international students as critical to strategic planning and feel these students need increased English language proficiency, institutions generally have not considered innovative approaches. The results support the viability of the proposed framework to guide institutions through a thorough examination of current practices and identification of future direction for research.

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