Speakers
Description
As universities pursue internationalization, English often serves as the primary medium of global engagement. However, English-dominant approaches can both facilitate and constrain inclusive participation (Jenkins, 2014; Macaro, 2018). Drawing on comparative qualitative research on internationalization in French and Japanese universities, this interactive workshop examines English as both a bridge and a barrier. Participants will explore multilingual approaches to internationalization and collaboratively design practical classroom strategies that integrate intercultural collaboration and inclusive global learning.
Abstract section 4: Outcomes/results
Findings suggest that English plays a dual role in internationalized universities. While English facilitates global communication and mobility, English-dominant policies may unintentionally create barriers for students and faculty with varying linguistic resources (Macaro, 2018; Jenkins, 2014; Wächter & Maiworm, 2014). The presentation proposes three actionable principles for inclusive internationalization in language classrooms:
1. Designing multilingual interaction spaces
2. Integrating digital intercultural collaboration (e.g., COIL, virtual exchange)
3. Embedding internationalization within everyday classroom practice rather than relying solely on physical mobility
Participants will leave with practical tools and a prototype activity or course reform that promotes inclusive internationalization in EFL teaching.
Abstract section 3: Content/method
The workshop begins with short case examples of “English as a Bridge” practices. Participants then engage in guided discussion about the limits of English-dominant approaches and the potential of multilingual pedagogies, followed by a collaborative design activity where participants create one practical reform for their own teaching context.
Abstract section 5: References
Deardorff, D. K. (2006). Identification and assessment of intercultural competence. Journal of Studies in International Education, 10(3), 241–266.
de Wit, H., Hunter, F., Howard, L., & Egron-Polak, E. (2015). Internationalisation of higher education. Brussels: European Parliament.
Jenkins, J. (2014). English as a lingua franca in the international university. Routledge.
Knight, J. (2012). Concepts, rationales, and interpretive frameworks in the internationalization of higher education. In D. Deardorff et al. (Eds.), The SAGE handbook of international higher education.
Leask, B. (2015). Internationalizing the curriculum. Routledge.
Macaro, E. (2018). English medium instruction. Oxford University Press.
Rose, H., & McKinley, J. (2018). Japan’s English-medium instruction initiatives and the globalization of higher education. Higher Education, 75, 111–129.
Wächter, B., & Maiworm, F. (2014). English-taught programmes in European higher education. Lemmens.
Abstract section 2: Contribution/research questions
Research questions include:
1. How do language policies and sociocultural contexts shape participation in internationalized higher education environments?
2. In what ways does the dominance of English function as both a bridge and a barrier to inclusive internationalization?
The purpose of the workshop is to translate these research findings into pedagogical strategies that enable EFL educators to design multilingual, collaborative, and inclusive international learning experiences.
Abstract section 1: Relevance
Research in English as a Lingua Franca and English-medium instruction (EMI) suggests that English-dominant models may simultaneously reproduce linguistic hierarchies and exclude participants with unequal access to linguistic capital (Macaro, 2018; Rose & McKinley, 2018). Scholars advocate multilingual and inclusive approaches to internationalization that integrate diverse linguistic repertoires and intercultural collaboration (Leask, 2015). Research on EMI and multilingual higher education further highlights tensions between global competitiveness and inclusive learning environments (Wächter & Maiworm, 2014). Drawing on qualitative research in French and Japanese universities, this workshop connects these theoretical insights to practical pedagogy.
| Title | Designing Inclusive Internationalization in EFL Classrooms |
|---|---|
| Teaching Context | College and university education |