Aug 2026· Journal of International Students· Vol 16, pp. 25-50· 0 citations· 45 references
Abstract
Over its 40 years, the Erasmus program has significantly shaped the European Higher Education Area. However, many students show limited integration into host languages and cultures, often socializing mainly with other exchange students and relying on English. As international relations offices play a key role in fostering integration, this study combines a systematic literature review with an analysis of university initiatives to identify effective institutional practices. Following PRISMA guidelines and the PICO framework, it examines peer-reviewed studies and institutional actions supporting multilingualism and intercultural engagement. Findings highlight ten successful initiatives, including Erasmus Student Networks, Buddy Programs, Tandem exchanges, and Language cafés. Results also reveal significant variability across institutions in organizational structures and access to resources. Overall, the study identifies practical actions that enhance social integration, cultural participation, and multilingual development, offering guidance for improving international student experiences in higher education.
The rapid increase in international student recruitment in South Korea has raised concerns about social-emotional support within higher education institutions (HEIs). While research emphasizes academic adjustment and cultural adaptation, less attention has been given to how institutional policies shape international students' bicultural identity development. Therefore, this study examines how policy discourse in a Korean HEI supports or constrains such development through the lens of social and emotional learning (SEL). Drawing on Berry's acculturation model and the bicultural identity integration (BII) framework, this study uses critical discourse analysis (CDA) to examine three types of institutional documents. The findings indicate that despite program-level initiatives supporting students’ well-being, policy discourse prioritizes institutional reputation, academic performance, and hierarchical governance, limiting student participation and cross-cultural engagement necessary for bicultural integration. The study calls for higher education policies that more explicitly incorporate SEL principles to support international students' identity formation and well-being.
Sookyung Min, Kinsley Titchener· Journal of International Stu...· 0 citations
The paper outlines the role of Italian University Language Centres (ULCs) in promoting multilingualism, multiculturalism, and inclusive practices in higher education. It presents a mixed-methods study combining corpus-informed and discourse-based analysis of English-language websites of the AICLU (Associazione Italiana Centri Linguistici Universitari) with questionnaire data collected from students enrolled in ESP courses at the University of Calabria. Findings indicate that inclusive practices, particularly those addressing disability, accessibility, and diverse learner needs, are not represented consistently across institutions. Student responses highlight the need for greater interaction, more flexible learning pathways, expanded language offerings, and more visible support systems. The study advocates for a more holistic, inclusive, and student-centred model of language education that integrates multilingual and inclusive values at both institutional and pedagogical levels.
Anna Maria De Bartolo, Vanessa Marcella· EuroAmerican Journal of Appl...· 0 citations
This paper investigates translingual practices and their influence on academic identity within higher education settings. It emphasizes a shift from traditional monolingual perspectives towards a more inclusive, plurilingual approach, driven by globalization and the rise of English as a medium of instruction (EMI) and lingua franca (ELF). Focusing on faculty members navigating across multiple languages, the study explores the complexities of translating ideas and concepts between languages and how language choices shape cognitive viewpoints and personal identities. It highlights the importance of mobility and internationalization, which foster viewing languages as flexible repertoires or thresholds rather than fixed national identities. The research specifically examines faculty members who teach in a second language (L2), analysing how their translingual practices influence their professional identities. Employing a qualitative, phenomenological methodology, the study involves interviews with faculty members at a German university to capture their experiences, strategies and perceptions. Findings reveal diverse uses of translingual practices, such as enhancing clarity, expressing emotions, navigating informal interactions and explaining culturally specific concepts. Strategies include simplifying language, reframing ideas, switching to L1 when needed, utilizing online tools and applying translanguaging as a pedagogical method. The interaction between translingual practices and academic identity emerges as a fluid, dynamic process involving identity shaping, social interaction, meaning‐making, power relations and reflexivity. These practices reflect a translingual mindset aligned with the goals of internationalization and the global scientific community. Overall, the study underscores the importance of understanding how translingual practices contribute to identity formation in a rapidly evolving, multilingual higher education landscape.
Fostering international understanding in educational settings increasingly relies on effective cultural brokering, especially in regions experiencing growing multicultural interactions like Jazan, Saudi Arabia. In this context, culturally responsive teaching (CRT) plays a vital role in helping graduates navigate intercultural communication. This study investigates the perceptions of English graduates from Jazan University regarding cultural brokering and its impact on their intercultural communication skills. A mixed-methods approach was used to gather both numerical and descriptive insights. Quantitative data were collected through a structured questionnaire given to 117 English graduates, using a five-point Likert scale to assess students’ confidence in intercultural communication, perceptions of cultural brokering, and the level of institutional support for cultural awareness. To supplement the survey results, semi-structured interviews were conducted with a smaller group of participants to gain deeper understanding of their intercultural experiences. The results show that most participants reported moderate confidence in intercultural communication, recognizing cultural brokering as a crucial skill for engaging with diverse communities. However, graduates also noted several challenges, including limited opportunities for genuine intercultural interaction and insufficient curricular focus on cultural mediation skills. Participants also pointed out that while the university environment promotes cultural awareness, institutional support for formal intercultural training remains limited. The study highlights the importance of incorporating cultural brokering practices into English language and teacher-education programs to enhance students’ intercultural competence. These findings provide practical suggestions for curriculum developers, teacher educators, and policymakers, emphasizing the need for more structured initiatives that foster culturally responsive learning environments in Saudi higher education.
R. Ibrahim, Kama Shafeei· Muallim Journal of Social Sc...· 0 citations
In recent years, there has been an increasing demand to make students interculturally competent, preparing them to become global citizens. Individuals must have relevant intercultural and communicative competencies to function effectively in multicultural and multilingual environments. One common way to enhance intercultural competence (IC) is through teaching a foreign language (FL). FL teachers promote the acquisition of intercultural competence through a range of teaching materials and techniques; however, there is insufficient research documenting their experiences. This paper explores teachers’ beliefs and practices regarding the integration of intercultural communicative competence (ICC) among adult FL learners. 60 FL instructors from 17 countries, who taught 16 FLs at 29 universities and colleges across the USA, participated in this study. Data were collected through a questionnaire and semi-structured interviews with educators, which were analyzed using a mixed-methods approach. The Likert-scale items were analyzed using descriptive statistics, and the open-ended responses were analyzed using thematic analysis. Byram’s (2020) ICC framework was applied for analyzing the data, suggesting that educators explore all the ICC dimensions, including knowledge, discovery skills, interaction skills, interpreting and relating skills, and critical cultural awareness, to simulate conditions that encourage learners to practice communicating in multilingual and multicultural settings. Respondents reported that learners’ knowledge of the FL culture plays a significant role in their success in learning the target language. They also observed that the use of intercultural input enhanced FL learners’ pragmatic understanding, vocabulary, and speech production. Consequently, they frequently use cultural themes in instructional materials and assessments, which they believe have helped develop learners' overall FL skills.
Pankaj Narke· Journal of International Stu...· 0 citations
This study analyzes ICC representation in the Global Success - Grade 11 English textbook, an official resource widely used in Vietnamese high schools. Drawing on Byram’s (1997) ICC framework, a systematic content analysis was conducted to examine all tasks across ten units, focusing on eight ICC dimensions. The findings reveal that despite improvements over earlier materials, the textbook prioritizes linguistic competence and intercultural knowledge over the comprehensive development of ICC. The cultural content mainly conveys factual information rather than promoting active engagement and meaningful intercultural interaction. Besides, critical cultural awareness and intercultural attitudes are underdeveloped. These findings point out a gap between educational policy and textbook development, thereby providing methodological and pedagogical recommendations for teachers using this textbook.
Thành Ha Cong, Giang Dang Ngan· Tạp chí Khoa học Ngoại ngữ· 0 citations
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